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The conference will be held in-person on Saturday, April 23, 2022 at Bullis School in Potomac, Maryland.

Check in begins at 9am and the conference concludes at 5:15pm.


Oftentimes, we have specific dreams and aspirations in life that propel us forward. Gives us something to look forward to. A vision for the future. What if our habits were the dream? Our daily rituals the destination? Join Sean Jones as he inspires us to transform our daily rituals into activities that prompt a lifetime of achievements in the classroom and on stage.

Music and spirituality have always been fully intertwined in the artistic vision of trumpeter, bandleader, composer, educator and activist Sean Jones. Singing and performing as a child with the church choir in his hometown of Warren, Ohio, Sean switched from the drums to the trumpet at the age of 10. Sean turned a 6-month stint with the Jazz at Lincoln Center Orchestra into an offer from Wynton Marsalis for a permanent position as lead trumpeter, a post he held from 2004 until 2010. In 2015 Jones was tapped to become a member of the SFJAZZ Collective. During thistime, Sean has managed to keep  a core group of talented musicians together under his leadership forming the foundation for his groups that have produced and released eight recordings on the Mack Avenue Records, the latest is his 2017 release Sean Jones: Live from the Jazz Bistro.


He has also performed with the Cleveland, Pittsburgh and Youngstown Symphony Orchestras as well as Soulful Symphony in Baltimore and in a chamber group at the Salt Bay Chamber Festival. Sean is also an internationally recognized educator. He was named the Richard and Elizabeth Case Chair of Jazz at John Hopkins University’s Peabody Institute in Baltimore. Before coming to Peabody, Sean served as the Chair of the Brass Department at the Berklee College ofMusic in Boston. Additionally, he serves as Artistic Director of Carnegie Hall’s NYO Jazz. 

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This session will be a hands-on conducting clinic where participants will explore movements and gestures that we can make to non-verbally connect with our students in the ensemble setting. Can we show the music instead of stopping and having to explain it? Participants will all learn new gestures and meaningful movements to enhance the rehearsal process. Bring your batons!

Dr. Christopher Cicconi is the current Director of Bands and Orchestras, and Associate Professor of Music Education at Towson University. Along with his duties at Towson University. he served as the Music Director of the Chesapeake Youth Symphony Concert Orchestra and the Catholic University of America Wind Ensemble. As a music education advocate, Dr. Cicconi is passionate about being in the schools, assisting directors, and working with student musicians in the Maryland Music Education Community.

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The pandemic severely impacted students in many ways. While some students flourished online and enjoyed creating music through the digital platform, others did not have the same experience. These students either dropped music or did not enroll in the course. For programs to succeed, we must work to reach these potential students and be creative in our instruction.

Lauren Bond is in her fifteenth year of teaching, her eighth year as the Band Director at Williamsport High School in Williamsport, Maryland where she teaches concert band, marching band, wind ensemble, and jazz band. Mrs. Bond previously taught middle and elementary school band ensembles. Mrs. Bond holds a master’s in Music Education from Boston University and a bachelor’s in music education from Shenandoah Conservatory.

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Whether we are choir teachers or music electives teachers, we put a lot of wear and tear on our voices. This session is designed to help music educators understand their voices and how to use them more efficiently to prevent vocal fatigue, and other serious vocal health problems. We will discuss and try out practical tips to relax the muscles involved in breathing and phonation and to use our voices more efficiently in the classroom.

Carolyn Freel is currently the Director of Vocal Music at Atholton High School in Howard County, Maryland. She has spend her entire career at the secondary level. This is her eighth year in the Howard County Public School System. She has also taught in Connecticut and Oregon. Carolyn holds a Bachelors degree in Music Education from The Hartt school and a Masters degree in Choral Conducting from Messiah University.

Randi Wooding completed her Bachelor of Music Education at Lamar University and her Master of Music in Vocal Pedagogy at the University of Texas at San Antonio. She began teaching voice lessons in 2013, and has continued teaching through the completion of her Master's in speech-language pathology at the University of Maryland in 2021. Randi is now in her first year of clinical practice at Johns Hopkins Bayview, where she serves as clinical fellow.

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12:15pm - 1:15pm


Full Information TBA

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1:30 Sessions

This session explores the elements of healthy classroom culture; including collective belonging, shared purpose, and shared trust and vulnerability. The session also discusses how empowered student leaders function as a critical component of classroom culture. Music teachers from all levels and strands can benefit from the information and strategies shared in this session.

Clay Michalec was a Band & Orchestra Director in Anne Arundel County for 10.5 years. He taught at Chesapeake High School (Pasadena) and Old Mill Middle North (Millersville). He holds a B.S. in Music Education and a B.A. in Music from Lebanon Valley College. He also holds the M.M. in Wind Conducting from Messiah University. While teaching, Clay grew and led both of his programs to success, and his ensembles consistently earned “excellent” and “superior” scores at county and state festivals. His marching band at CHS was also the MMBA State Champion for Group 1A in 2019. Clay now works in educational technology and as a freelance music education professional. He teaches trumpet lessons and music theory lessons, coaches marching band, arranges, guest teaches, and performs.

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This session will connect joy and audiation (hearing and comprehending music in the mind) for a secondary general music classroom through singing, movement, playing on instruments, and games. This workshop is designed to create music skills that can be utilized in a pop-style band and bring out the fundamental musicianship for each student. Bring a guitar, ukulele, and a drum to help us really JAMM!

Robin Giebelhausen is an assistant professor of music education at the University of Maryland, where she teaches courses in general music, technology, and contemporary topics. She has studied Orff-Schulwerk, Kodály, World Music Drumming, Dalcroze, and Music Learning Theory. Dr. Giebelhausen research interests include ukulele, secondary general music, gender issues in music, and music creativity pedagogy. She has presented across the nation and has publications in various journals. More information found at .

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American-Prize finalists, the FSU Chamber Singers, a select, auditioned ensemble will perform repertoire that highlights the contributions of BIPOC, LGBTQ, women, and more. The session will use this repertoire to explore singing "on the breath" according to Malde, et. al. in “What Every Singer Needs to Know About the Body.” Time will be available for questions and demonstrations at the end.

Dr. Scott Rieker is Director of Choral Activities and Choral Music Education at Frostburg State University, conducting the Chamber Singers, University Chorale, Troubadours tenor/bass choir, teaching conducting, music education, and supervising student-teachers. His doctorate in Choral Music is from the University of Southern California (USC) specializing in Music Teaching and Learning, Vocology, and Composition. Rieker taught music in Iowa public schools for eight years. His research is in strategic risk-taking in the choral ensemble.

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Participants will be introduced to the Peabody Institute Library online resources, "The Storm is Passing Over- African American Music in Maryland from Reconstruction to Civil Rights" and "Sounds and Stories", audio and video interviews with contemporary Maryland based Black musicians, composers, performers and teachers. Application will be supported by lesson plan exemplars and opportunity to collaboratively develop ideas for use of these resources to inform music history, repertoire selection and performance practice across grade levels.

Jill Warzer holds a Bachelor’s degree in Music Education from the University of Vermont, a Masters degree in Music Education with Kodaly Emphasis from Holy Names University and Orff Schulwerk Level One certification. She has taught general and instrumental music, prek-12, in Vermont, California, and served for 19 years in Baltimore City Schools, including nine years as Music and Fine Arts Specialist. She currently serves on the Baltimore Arts Education Initiative Advisory Board.

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In this session, collegiate students will share insights and strategies for engaging all students through creative and nontraditional methods. Students will lead attendees in discussions and activities that address inclusivity, diversity, and abilities. Collaborating with current students and prospective teachers, attendees will have opportunities to create new and engaging activities that foster community and understanding of backgrounds and interests. Students will also share the positive impacts of using unique and alternative methods in classrooms.

Ashleigh Cicconi, M.Ed., MT-BC, holds a Bachelor’s of Music degree in music therapy from the University of Miami and Master’s of Education degree in instruction and curriculum from Concordia University. As a board-certified music therapist, general music teacher, and special educator, Ashleigh serves as an adjunct faculty member at Towson University, Longy University, and is the current MMEA President-Elect of MGMTA. Finally, Ashleigh is a Doctor of Education candidate in educational leadership from Northcentral University.

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2:30pm sessions
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Mastering a smooth snare drum roll is one of the most challenging techniques faced by percussionists of all levels. We can all hear when a student’s roll sounds uneven, yet it can be very problematic analyzing and correcting the issues. Whether teaching elementary, middle, or high school, one must first know what to look for/listen to, then feel confident in guiding percussion students through a step-by-step process of achieving that ultimate silky-smooth sounding roll.

Maryland native, Joseph McIntyre is a professional percussionist, composer, and music educator. He has played percussion with The National Symphony Orchestra, Kennedy Center Opera House Orchestra, and was principal timpanist with the Maryland Symphony Orchestra for 33 years. He is currently principal percussionist with the Alexandria Symphony Orchestra. McIntyre’s numerous compositions are currently available through TRN Music. He has taught at Virginia Commonwealth University, Frederick Community College, St. Mary’s College, and Montgomery County Public Schools.

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This session will focus on designing proactive advocacy strategies for your music program. The evolving reality of COVID-19 creates a unique challenge for understanding which policymakers make what decisions regarding the many details of education in public, private, and charter schools. Music educators must be aware of the current trends in research and apply advocacy strategies that best fit the environment of their particular school.

Justin Caithaml served as choir director at Midview Schools outside of Cleveland for six years, having recently completed his masters degree from Teachers College, Columbia University. Justin is in his first year of the Music Education PhD program at the University of Maryland, College Park. A passionate arts advocate, Caithaml is Past President of the Ohio Alliance for Arts Education and has served on several grant review panels for the Ohio Arts Council.

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Though widely recognized as an educational tool, dialogue is often discouraged in ensemble rehearsals. This session presents multiple ways to engage singers in dialogue as part of an empowering, engaging, productive rehearsal process. Participants will leave with practical rehearsal techniques adaptable for singers at all levels in multiple teaching contexts.

Jason Vodicka is Chair and Associate Professor of Music Education at Westminster Choir College, a division of Rider University's Westminster College of the Arts.

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This session will provide educators with applicable strategies for reinventing their curriculum to be centered around SEL for students. The session will provide educators with evidence-based research on the benefits of incorporating SEL into the general music classroom and suggestions for how to restructure the curriculum without reducing content. Attendees will have opportunities to engage in small and large group discussions and activities in order to broaden diverse perspectives and repertoire for immediate classroom use.

Ashleigh Cicconi, M.Ed., MT-BC, holds a Bachelor’s of Music degree in music therapy from the University of Miami and Master’s of Education degree in instruction and curriculum from Concordia University. As a board-certified music therapist, general music teacher, and special educator, Ashleigh serves as an adjunct faculty member at Towson University, Longy University, and is the current MMEA President-Elect of MGMTA. Finally, Ashleigh is a Doctor of Education candidate in educational leadership from Northcentral University.

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This session will introduce music educators to accessible approaches to Brazilian samba in the music classroom. Strategies for introducing samba to students with a range of skill levels will be discussed—from students without percussion or music experience to more experienced music students. This session will focus on accessible music making and will provide educators with ideas for using instruments that will already be in their classrooms. The session will include recommended resources for further study.

Cameron Siegal is a graduate teaching assistant at the University of Oregon, pursuing a PhD in music education. He founded and leads Duck Samba, an ensemble dedicated to the appreciation, study, and performance of the samba tradition of Brazil. He holds a Master of Music degree in jazz studies from Florida State University, a Master of Arts in Teaching from Western Oregon University, and a Bachelor of Arts in Music from University of Massachusetts Dartmouth.

3:30pm sessions
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An essential task of concert band directors is to select music suitable for their ensemble's experience and ability and conform to curricular standards. The presenters will help identify areas of agreement and disagreement between concert band music difficulty-grading systems, state band lists, and the perceptions of concert band directors. In addition, performer demographics, content analyses, personal perceptions of difficulty-grading systems, and musical criteria that educators can use to select grade-appropriate repertoire will be addressed.

Mark Lortz is Director of Music at Stevenson University and a prolific composer where his original music and arrangements have been performed internationally. In addition to composing, he adjudicates, lectures, and conducts honor bands, orchestras, and community ensembles throughout the mid-Atlantic region. Dr. Lortz earned a Ph.D. in Music Education from Temple University and has earned degrees in percussion performance, music education, and music composition from The Peabody Institute of the Johns Hopkins University.

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There has never been a more important moment in education to focus on Social Emotional Learning with students. The good news is that music education is expertly suited to support SEL competencies. As we all grapple with pandemic changes and collective trauma, this session will cover strategies, tips, and tools you can take right to your classroom that can help build relationships, community belonging, and ultimately higher level engagement.

Emily Hill has been teaching in Frederick County since 2012. Currently she directs the band program at Urbana Middle School and works with the Urbana High School marching band. She earned her Bachelor of Science in Music Education from Frostburg State University and her Master of Music in Music Education from the University of Florida. She also served as the Recording Secretary for MMEA from 2012-2020.

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Based on empirical research and years of choral music education, we explore ways to encourage our students to take risks in the rehearsal setting, to take ownership of their own learning. We will discuss specific strategies, various barriers (teacher mindset, systemic challenges, and more), and models of success. Participants will be asked to share their own successful strategies, so that everyone will leave with a “toolbox” ready for empowering student learning through individual risk-taking.

Dr. Scott Rieker is Director of Choral Activities and Choral Music Education at Frostburg State University, conducting the Chamber Singers, University Chorale, Troubadours tenor/bass choir, teaching conducting, music education, and supervising student-teachers. His doctorate in Choral Music is from the University of Southern California (USC) specializing in Music Teaching and Learning, Vocology, and Composition. Rieker taught music in Iowa public schools for eight years. His research is in strategic risk-taking in the choral ensemble.

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This session is designed as a grab-bag of tools and useful information for non-string playing teachers who are faced with the task of leading an orchestra class. Music teachers are often assigned classes in content areas with which they are unfamiliar. Material in this session is specifically targeted to elementary, middle, and high school teachers who are singers, wind, or percussion players, and are novices at teaching a string instrument class.

Thomas Mitchell is in his 23rd year as a teacher in the Frederick County schools, currently directing Orchestra and Choir at Urbana Middle School. He holds the position of Principal Cellist in the Frederick Symphony Orchestra, served as a conductor with the Frederick Regional Youth Orchestra, and has composed several pieces for string orchestra. He earned his B.M.E. from Indiana University in Bloomington, Indiana and his M.A. in Christian Education from Asbury Seminary in Kentucky.

A current and timely resource for implementing culturally relevant and responsive teaching in the music classroom through the lens of current research and practitioner experience. A grounded framework for Culturally Relevant and Responsive Music Teaching (CRRMT) Framework will be shared with participants at the conference. The framework consists of 4 quadrants: 1) Teacher Competencies; 2) Informed Choices; 3) Authenticity; 4) Holistic and Comparative Lessons. The session will give practitioners guidance on the "How" of CRT.

Liz Palmer, D.M.A., holds degrees in music technology from Susquehanna University (BA), music education from Towson University (MS) and University of Southern California (DMA). Dr. Palmer is on staff at University of Southern California in the Student Affairs Division. Previously she has served as an instrumental music teacher in Prince George's County Public Schools. Her research focuses on social and cultural capital, social justice, and culturally relevant/responsive pedagogies.

Jason Vodicka is Chair and Associate Professor of Music Education at Westminster Choir College, a division of Rider University's Westminster College of the Arts.

Tina Huynh, D. M. A. is Assistant Professor of Music Education at the University of Puget Sound. She holds degrees in music education from California State University, Long Beach (B.M.) and the University of Southern California (M.M., D.M.A.). Dr. Huynh has been active in California and Washington in preK-tertiary levels through private and public institutions and community organizations. Her current research interests center on underrepresented communities such as Vietnamese American children and refugees. Dr. Huynh has presented her work nationwide and is published in the Journal of Research in Music Education, the International Journal of Early Childhood Music (formerly Perspectives), and Music & Science.

4:30pm Sessions
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This clinic is intended primarily for first through third year band directors, but all are welcome to attend. In this session you will learn ways to make band rehearsal time more efficient. While learning from brain research, documented observations of novice and experienced band directors, and strategies implemented by experienced directors, we will discuss ways to simplify the rehearsal process for students and directors in order to achieve greater results.

Shawn Wellman is in his 18th year as a music educator and serves as Director of Bands for the IC Imagine Fine Arts Focus School in Asheville, NC. Having taught band from the elementary through the university level, Mr. Wellman has developed strategies that all young music educators can benefit from. He holds a BSED degree from Western Carolina University, and is pursing a MME from the University of North Texas.

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Every edTPA content area contains requirements unique to that content. As music teacher educators, we can support our students in submitting an acceptable edTPA package by addressing some of these unique requirements within our methods courses. These strategies have helped students to achieve higher than average scores on several edTPA rubrics, as well as increase their capacity to be reflective educators.

Louise L. Anderson, Associate Professor of Music and Coordinator for Music Education at Salisbury University, earned a PhD in Music Education from Temple University. Prior to SU, she earned National Board Certification and completed 30 years of teaching in PK-12 schools encompassing all areas of instruction. Dr. Anderson supervises music education interns, teaches elementary and secondary methods courses, music technology, choral methods, and offers several general education courses.

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Our choirs are comprised of students with a wide range of abilities, learning preferences, and interests. Universal Design for Learning provides a framework for creating flexible approaches that increase access and learning for ALL students, including students with disabilities, English Language Learners, and students who are motivated to learn in different ways. This session will explore UDL-inspired strategies to increase student engagement through visual, auditory, and kinesthetic activities that can be used in choral classrooms.

Kate Evans, Associate Professor of Music Education at Towson University, is a specialist in choral and general music education. She earned a Ph.D. in music education at the University of Miami and degrees in choral conducting and music education from Central Michigan University. Before moving to higher education, she taught K-12 choir and general music in Michigan. Dr. Evans regularly presents at conferences and teacher in-services internationally and across the United States.

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As educators, we know that providing learners with experiences outside the classroom helps them draw connections between lesson content and the world around them. Providing these experiences is now more accessible than ever with virtual reality (VR). In the session “Supporting Global Awareness & Student-led Concerts with VR” music educators will follow the project implemented at Oxon Hill Middle School where learners used virtual reality to experience the 7.2 magnitude earthquake Haiti experienced on August 8, 2021, followed by footage of a day in the life of a young Haitian musician. Educators will also view the 360 videos documenting the planning and performance of the student-led benefit concert where students raised funds for restoration efforts in Haiti. Supporting Global Awareness & Student-led Concerts with VR highlights the use of project-based learning, learner-centered principles, authentic work, and technology infusion in the music classroom. This session practically demonstrates how technology is a tool to engage and empower students to see themselves as global citizens that are capable of making an impact in their world.

Blossom Ojukwu is a graduate student in Loyola University Maryland's Educational Technology program. Blossom received two degrees from the University of Maryland in Vocal Performance and Music Education. Blossom teaches choir/general music in Prince George’s County and serves as the vocal director of the summer music technology workshop hosted by F.A.M.E (Foundation for the Advancement of Music Education). In 2020, F.A.M.E awarded Blossom the Outstanding Educator Award in recognition of her commitment and excellence in teaching.

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Creating inclusive music classrooms ensures that all students can bring the uniqueness of their whole self to group music making. In this workshop, participants will learn the latest research about the challenges gender-expansive and transgender students face in the music classroom and beyond while learning strategies to create a welcoming music space. In addition, participants will review the six steps toward identity consolidation in order to hone their skills as an identity development ally.

Ms. Stephanie Mayer-Sattin teaches at the Bullis School in Potomac. She earned a B.A. in music education from Baylor University and a M.A. in choral conducting from the University of Houston. She has presented for AIMS, MMEA, NAfME Eastern, PAMA, and ISME conferences. She was an MMEA 2021 award recipient, is published in Perspectives in Performing Arts Medicine Practice (Springer), is a doctoral student at Boston University, and a member of the MMEA board.

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