ColourFULL
Midwest Map 2021

Join the authors of the book “The Horizon Leans Forward… ” for a panel discussion on the issues of Diversity, Inclusion, and Equity in the Wind Band Field. Topics to be discussed include: - Challenges faced by underrepresented groups within the wind band field and strategies to elevate these issues - Equitable Programming - Ways to promote BIPOC, women, and LGBTGIA2S+ artists, composers, and conductors.

"This reviewer, a cisgender, white, male band director, was moved and inspired by the stories relayed within these chapters. Simultaneously, many of the deeply personal experiences that the authors shared also led to anger and disappointment. While the honesty of a particular contributor is challenging within some of these chapters, reading each experience provides more resolve to do all that is possible to assist in the advocacy and positive recognition of the incredible diversity already present within the wind band community.” 

Review of the Horizon Leans Forward, Canadian Association of Music Librarians, Dec. 2021

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Darrin Oehlerking, DMA

Interim Associate Dean Student Affairs
University of Saskatchewan

Music is a remarkable avenue for students to explore and discover various cultures. As teachers, it is our responsibility to celebrate diversity in our band halls, provide equitable treatment and experiences for all students, and ensure that many cultures are represented. Diversity, equity, and inclusion (DEI) in the band hall matter for many reasons. All aspects of a program can encompass DEI from student relationships, instructional staffing, repertoire selection, social media presence, and recruiting. As directors, we must be committed to ensuring that each member of the band community has an equal opportunity to succeed and benefit from the resources available to the program. Our session will discuss strategies to include DEI as an essential foundation of any music program.

This session will provide attendees a platform from which to discuss the importance of diversity, inclusion, and equity in our music classrooms. Topics will include the appropriate language used for inclusivity, honoring the diversity in your programs, and strategies on music selection with a cultural lens.

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"Not everyone comes to diversity, equity and inclusion at the same point. We have to acknowledge and value those who are coming to the table with questions, apprehension, and most importantly, the willingness to learn. I boldly admit my ignorance on the topic and how essential my circle of peers/friends are to my evolution as a musician, teacher, artist and human. As a music educator for most of my life, I feel it is imperative to offer a little more introductory strategies and terminology to help everyone get a baseline in a safe space. We can lend a hand in embracing everyone on this journey by simply being open to the difficult discussions, questions, change, and self-reflection."

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Read the full article by Dr. Ingrid Larragoity-Martin in the December edition of the ColourFULL Good News Guide.

Band and orchestra students are experiencing an unparalleled level of challenges. Without skills to confront these challenges, students will be unable to be successful musically. Social Emotional Learning (SEL) is a construct that can be implemented in music classrooms to build the skills of self-awareness, social awareness, and responsible decision-making. In our classrooms, it involves having our students reflect on their identity, facilitating a safe space conducive for belonging, and amplifying student voice resulting in their ability to affect change. 

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This session will provide practical lessons from the instrumental music classroom by a panel of successful music educators and composers sharing specific experiences for SEL implementation to help students be more socially emotionally competent and ready to learn music. The experiences presented have been designed to augment and enhance traditional music instruction, not “add one more thing.” Included will be an introduction of SEL as a construct, interpreting it for music educators, and resources to help administrators and instrumental music teachers implement SEL at the district and classroom levels. Primary resources include the New Jersey SEL/Arts Education Standards Framework and the Center for Arts Education and Social Emotional Learning. 

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For SEL to be organically embedded into instrumental music classrooms, it needs to be based in music where students can make a personal connection. Composers Brian Balmages, Cait Nishimura, Richard Saucedo, Alex Shapiro, Jim Stephenson, and Omar Thomas will be joining us to discuss how they view the creation of music that can serve as an entry point to making students relationship with music and each other deeper, through SEL.

As ensemble directors, we must navigate the balance between conducting a program that provides high quality music-making experiences while also investing in the social, emotional, and supportive needs of our students. Playing excellent repertoire at a high level is only part of the experience. Nurtured relationships help all members be mindful and present, which elevates the program as a whole. During this presentation, we will examine pragmatic ways of building a positive and engaging culture that focuses on intentional conversations and collaborative experiences that inspire the overarching goals of our programs. By embedding self-reflection, being willing to be vulnerable, and integrating student voice and identity within the fabric of the music program, a more authentic and meaningful experience for both the students and director will exist.

Presenters will use their experience in creating a conversation centered on ensemble culture to inform best practices and share how this can be transformative for your students and yourselves at every level in the program. Attendees will be given the opportunity to reflect on how well their own values and priorities align with their students in order to develop a pathway forward that honors the voices of all while creating positive community and culture.