New Dreams and Horizons

“Self-Realization” ― The Key to Resolving Retirement “Conundrums”

Most gerontologists agree that a period of adjustment will occur during the first years of “interning” as a retiree. Even more crucial is the “pre-retirement” or “imagination” stage of retirement – (see https://www.usatoday.com/story/money/personalfinance/2014/10/12/five-stages-of-retirement/16975707/ or http://www.investopedia.com/articles/retirement/07/sixstages.asp…) involving your preparation six to ten years prior to “taking the big leap” to FREEDOM!

Have you considered a few “terms of transformation” below that are all-to-common to soon-to-be-retirees undergoing that life-changing transition to “living their dream?” How should you unravel these “conundrums” or mysteries of transitioning to retirement?

  • Self-Identity and Change
  • Free Time
  • Energy and Fortitude
  • Losing Control and Perpetual Care

The only solution to “softening the blow” of the possible turmoil and incongruity brought on at this time is to follow the Boy Scout rule… BE PREPARED.

Tips Retirement for Music EducatorsThat means, according to TIPS Retirement for Music Educators by Verne A. Wilson (MENC 1989), at least three years before you leave your full-time employment:

  1. Sit down with your spouse if you are married (and other family members) and plan ahead carefully.
  2. Decide when you want to retire. Estimate as accurately as possible what your economic situation will be after you retire.
  3. Decide where you want to live after you retire. This means not just the neighborhood, city, or state, but also the kind and style of residence… retirement community, one-floor ranch, apartment, etc.
  4. Set some goals regarding how you want to spend your retirement time. Focus on your talents and abilities instead of looking at the handicaps that may come with the aging process.
  5. Be prepared for “change” and learn how to accept it, and be willing to embrace new opportunities for personal growth, flexibility, and adaptability.
  6. Be sure your intentions are clearly stated in writing (wills, power of attorneys, living wills, etc.)

Now, to define your “life’s goals” and anticipate several of the “big issues,” read on!

SELF-IDENTITY & CHANGE: Who am I?

The prep and passage to your “golden years” is the perfect time to a little self-reinvention based on self-assessment towards finding purpose, meaning, fulfillment in your life. (Quote on change). There are many publications that promote personality and interest surveys to point you in the right direction and help synchronize your goals with your spouse, “significant other,” other family members.

the_retiring_mind_coverRobert Delamontagne writes in detail about using the enneagram as an evaluative tool in Honey, I’m Home: How to Prevent or Resolve Marriage Conflicts Caused by Retirement (Fairview Imprints, 2011) and The Retiring Mind: How to Make the Psychological Transition to Retirement (Fairview Imprints, 2010).

The definition of enneagram is “a system of classifying personality types that is based on a nine-pointed star-like figure inscribed within a circle in which each of the nine points represents a personality type and its psychological motivations (such as the need to be right or helpful) influencing a person’s emotions, attitudes, and behavior.” And now, the essential question: Are you and your spouse or significant-other “compatible” and facing your retirement future “on the same page?”

I have come to learn that different people process life-changing events in various ways, depending on their personality type. You slam a hard-charging personality type with an achievement addiction into an unplanned, downsized retirement life and you won’t see stress like this unless you invested your retirement money with Bernie Madoff.

― Robert Delamontagne in The Retiring Mind: How to Make the Psychological Transition to Retirement

enneagramDelamontagne labels the characteristics of each E-Type. After reading his book, which ones are closest to resembling you and your spouse?

  • E-Type 1: The Master
  • E-Type 2: The Enchanter
  • E-Type 3: The Star
  • E-Type 4: The Drama Queen
  • E-Type 5: The Solitary Mystic
  • E-Type 6: The Closet Rebel
  • E-Type 7: The Cruise Director
  • E-Type 8: The Conquistador
  • E-Type 9: The Harmonizer

Approaching it from an individual retiree’s quest for self-reinvention in their book Shifting Gears to Your Life & Work After Retirement (New Cabady Press, 2013), Dr. Carolee Duckworth and Dr. Marie Langworthy offer self-assessments and analyses with the four-letter personality type code in Chapter 6: “Reinvent Yourself” (see the Myers-Briggs Personality/Cognitive Style Inventory Test at http://www.personalitypathways.com/type_inventory.html and TypeLogic Profiles at http://typelogic.com/index.html) followed by the Interest Profiler in Chapter 7: “Rediscover Your Work” (see https://www.cacareerzone.org/ip).

shifting gears bookcoverOn their book jacket, Duckworth and Langworthy promote their work as “a call to action on your own behalf” to:

  • Jump start your newly invented personal and professional retirement ― your Next Phase life and work.
  • Create your own custom road-map to how Baby Boomer YOU will live your last and BEST personal opus, with vitality, enthusiasm, and enjoyment.

These sections from their reading were also very interesting to review: the 10-point Retirement Countdown, 7 “What Comes Next” Pathways, a 5-Step Process to Create Your Retirement, and 5 Major Types of Retirement Work Options.

In a similar fashion, before you finish the first three dozen pages of The Joy of Retirement, authors David C. Borchard and Patricia A. Donahoe introduce the Life Vitality Assessment and a Transition Readiness – Change Aversion vs. Attraction poll to assist in your self-analysis.

The book develops the “Core Themes for Your New Life,” with the hopes to assist you in re-creating a new life involving the following four phases:

  1. Envisioning the nature of the kind of future you desire.
  2. Articulating that picture into the written word.
  3. Claiming your passion once you are clear about what it is.
  4. Developing a plan or a map for getting where you want to go and for achieving who you want to be.

Joy of Retirement bookcoverLife Themes Profiler, a comprehensive assessment tool developed by David Borchard and laid out initially in Chapter 4, will help you understand and graph the retirement themes and “your intentions for the next chapter of your life.”

They say that 50 is the new 40. If you’re over 50, chances are you feel more vital, energetic, and passionate than ever. While you may be ready to retire, you may not be ready to stop working entirely. These days, life after work no longer conjures up images of couples wandering the malls, playing golf, and taking endless Caribbean cruises. As baby boomers reach their 50s and 60s, they are re-defining what it means to retire. What they want is joy, vitality, and meaning in their lives.

― Back cover of The Joy of Retirement

At the very least, these book resources may open-up new pathways to define your values, personality, temperament, and what may “float your boat” in selecting future service projects, “encore careers,” and hobbies.

Now, get busy on these and “the rest of your life!”

 

FREE TIME: Where do all of our hours go?

There’s never enough time to do all the nothing you want.

― Bill Watterson, Calvin and Hobbes

It’s a good thing I have that Calendar app on my phone, or I would never remember all of the unique, non-repetitive, and less predictable appointments that I make as a retiree.

ZelinskiObviously, fulfilling your “bucket lists” and goals will influence the structure of your daily/weekly schedule.  According to Ernie Zelinski, with or without “a job,”  you need to find a “work-life balance” and devote equal time to these essential priorities:

  • Job or Volunteer Work
  • Family, Relationships
  • Friends and Colleagues
  • Community Activities
  • Self Care – Sports/Exercise
  • Religious/Spiritual Philosophical Concerns
  • Hobbies/Interests
  • Future Plans/Projects

In his book, How to Retire Happy, Wild and Free (Ten Speed Press 2016), Zelinski lays out his “plan” for finding purpose (and prioritize time) in his life:

  • To make a difference in people’s lives
  • To make a contribution
  • To find creative expression
  • To take part in discovery and challenge
  • To help preserve the environment
  • To accomplish or achieve a challenging task
  • To improve health and well-being

Design Your Dream Retirement Cover-slanted-with-shadowDave Hughes echoes these sentiments with his “four essential ingredients for a balanced life” in the book Design Your Dream Retirement: How to Envision, Plan for, and Enjoy the Best Retirement Possible (2015):

  1. Physical activity
  2. Mental stimulation
  3. Social interaction
  4. Personal fulfillment

Watch out for what I will call “the caretaker’s anchor.” One of the greatest things you can do in retirement is to surround yourself with young people… As many wise people have said, “They will keep you forever young!” However, unless you want it to be the primary focus of your life, your babysitting duties should not take over your entire retirement schedule. It is easy for your love ones to assume that since you no longer have a full-time job, you can assume the responsibility of serving as the “safety net” or even the number one full-time caregiver for your grandchildren and grandnieces.

Several additional time management tips:

  1. If you are married, synchronize your schedule with your spouse.
  2. Set aside at least 30-45 minutes a day for sustained physical activity.
  3. Avoid watching more than an hour and a half of television per day. Experts say this is not healthy.
  4. shiny-brain-1150907-1Do something every day that will expand your mind, stimulate your intellect, or increase your curiosity quotient.
  5. Hobbies that focus on self-expression or other creative pursuits are best enjoyed in the morning when you are fresh. You might consider doing your music warmups, practicing, composing, writing, painting, etc. ― anything that requires firing up your artistic “right brain”― before lunch and prior to your appointments, chores, and shopping. Besides, if it’s something you really look forward to doing, it will help motivate you to get out of bed early in the morning.
  6. Get enough sleep. Believe it or not, many retirees have re-occurring bouts of insomnia. Check out “Retirement Insomnia” by Claire N. Barnes at HUFFPOSThttp://www.huffingtonpost.com/claire-n-barnes-ma/retirement-insomnia_b_6395998.html.

It’s 3 a.m. and I’m awake! How many of you boomers have this experience? As the Inspirement journey continues, I have been surprised to learn how common insomnia is among retirees. Forget all the advice suggesting that when you retire, you can sleep more (or longer…. or later). The practical reality is a large percentage of retirees experience insomnia or sleep difficulties.

whatever clockAlthough the exact number of boomers and seniors who experience sleep problems is hard to pinpoint, a national study of our aging population suggests nearly 42 percent of those surveyed have sleep difficulties. That figure is beyond an epidemic.

― Claire N. Barnes

 

ENERGY & FORTITUDE: What happened to my stamina and endurance?

Participating in several extra-curricular programs (marching band, fall play, after-school strings, spring musical, etc.), my hectic music teacher weekday work routine began at school around 6:30 a.m., and often I did not make it home until after 9:30 p.m. Since retiring in 2013, I volunteer at the hospital several days a week pushing patients in wheelchairs (with some of our discharges weighing over 300 pounds!). Considering that 15 hours use to be my daily norm, I keep asking myself: “What’s up with my needing to take a ‘power nap’ after only three hours of a moderate physical activity?”

Aerobic activities, strength training and flexibility exercises can help retirees preserve muscle and bone mass, feel young and be better able to do the activities of daily living, such as putting items on shelves and even holding the grand-kids.

― Felicia Stoler, registered dietitian and exercise physiologist in Holmdel, N.J.

running-in-the-morning-1538848 Patrick NijhuisRegular physical activity is a must. Quoting from a future article I plan to submit to the state journal of Pennsylvania Music Educators Association PMEA News: “The definition of ‘exercise,’ especially in order to receive cardiovascular benefits, is to raise your heart rate for 30 minutes or more. Leaving your La-Z-Boy to let the dogs out or looking for the remote does not count!”

Actually, taking the dogs out for a long walk may be a good idea, but you need to move at a fast pace. Stopping to talk to the neighbors down the street or allowing the pups to slow down and sniff every bush, may not bring the health benefits you desire.

The best tip prior to adopting an exercise program in retirement is to see your doctor.

Here are a few Internet resources:

 

LOSING CONTROL & PERPETUAL CARE:  Should we expect our children to take care of us in our old age?

helping-the-elderly-1437135 melodi2This final category of “pre-retirement planning” has everything to do with living with independence and security as we grow older. Many Baby Boomers just starting their retirement journey may not actually see this as “a big deal” right now. However, developing a long term “backup plan” for maintaining our health care, mobility, and comfortable living is critical. Again… we must think ahead!

As a “senior” with no children, nephews, or nieces, I again seek the advice of experts.

First, visit Kathy Merlino’s recent blog for a good introduction on this subject, especially as it applies to your children becoming the adult caregivers: https://kathysretirementblog.com/2017/07/23/should-your-kids-take-care-of-you/.

She is very eloquent in her “independent-living manifesto”― being actively involved in her children’s lives but NOT leaving them the ultimate chore of “taking care of mom!”

The primary reason for my planning for independence is my children. I’d like for them to live unfettered with my care. They have their own lives, spouses, children and now, my oldest daughter, has her very first grandchild. Taking care of myself is the best gift I can give them…

We, as parents, should never expect our kids to resign from their lives to care for us. It is up to us to care for us. We owe it to our children to stay physically active, to eat a healthy diet, to pursue our passions, to stay mentally sharp, to develop a community of friends of our own, to stay spiritually true to ourselves. And, if necessary, live in an assisted living community. That is the best legacy we can leave them.

― Kathy Merlino

Consumer Reports offers an excellent online article “Healthy Aging in Your 80s and Beyond – 5 Tips to a Long, Healthy Life,” recapping the above advice on physical fitness and offering a few recommendations on how to live independently:  https://www.consumerreports.org/cro/magazine/2014/06/healthy-aging-into-your-80s-and-beyond/index.htm.

Consumer Reports logoFifty-five percent of our respondents wanted to stay in their own homes, with help as needed, as they got older and required more care. But a recent AARP survey revealed that only about half of older adults thought their homes could accommodate them “very well” as they age; twelve percent said “not well” or “not well at all.”

“The time to think about your housing options is when you first retire and are relatively healthy and young,” said Linda Fodrini-­Johnson, a geriatric-care manager in Walnut Creek, Calif. “You need to think realistically about the things that might happen over the next 20 years.”

Consumer Reports, June 2014 issue

I like a few additional resources on the web:

romanticism-1309299 Claudia Meyer

CONCLUSION ― Food for Thought!

Gerontologists like Ken Dychtwald and Robert Atchley contribute loads of research and recommendations for the “imagination” (pre-retirement), “anticipation,” and “liberation” stages of retirement. They provide the basis for all the concern and rush to reflect on senior self-realization and dodge anticipated problems we may encounter during this period. One quote from TIPS Retirement for Music Educators by Verne A. Wilson sums up the need for a concerted effort in “advance planning” to enjoy and find meaning in your post-employment “new dreams and horizons!” Conquer your own retiree “conundrums!”

If you were planning to spend the rest of your life in another country, you would want to learn as much about it as possible. You would read books about the climate, people, history, and architecture. You would talk to people who had lived there. You might even learn a bit of its language. Old age is like another country. You’ll enjoy it more if you have prepared yourself before you go.

― B. F. Skinner and Margaret Vaughn in TIPS Retirement for Music Educators

 

PKF

© 2017 Paul K. Fox

Photo credits from FreeImages.com (in order): “Sunset Years” by Bill Davenport, “Shiny Brain” by artM, “Running in the Morning” by Patrick Nijhuis, “Helping the Elderly” by Melodi2, and “Romanticism” by Claudia Meyer

Dress for Success at Teacher Interviews

Tips for Modeling the “Proficient Professional” Look

“Make no mistake — you are being judged as soon as you walk into the room and the interviewer has made an initial impression of you in the first few seconds they see you based on how you look. That may not be fair but it is reality in many cases. An interviewer is expecting you to dress appropriately for the interview. If not, you are showing the interviewer that you don’t understand the basics of what it takes to be successful in the workplace. If this is the case, you already have one strike against you.”  —  Andy Teach, author of From Graduation to Corporation, http://www.amazon.com/From-Graduation-Corporation-Practical-Corporate/dp/1438930631

Trolling online for a consensus on what to wear to school employment screenings, I found repetitions of the words “professional,” “appropriate,” and “comfortable,” but no single standard of dress. Most agree that you must exhibit an image of confidence, optimism-1241418-1competence, and responsibility, and should probably error on the side of more formal attire rather than day-to-day casual.

Dressing appropriately for your teacher interview makes your critical first impression on the interview committee. Betsy Weigle from Classroom Connection explains in a YouTube video how to avoid common mistakes plus tells you what to bring along for success at https://www.youtube.com/watch?v=r1FvnI7Bivg.

  1. Dress comfortably but dressier than what you would wear teaching in a classroom.
  2. Your appearance should be professional and appropriate, and show that you really want to be considered for the job.
  3. The focus should be on you, not what you are wearing.
  4. Ladies should wear a skirt or slacks, blouse and a little sweater. A dress would be fine, too (but don’t be too dressy).
  5. Shoes and jewelry should be comfortable AND yet not be noisy or distracting.
  6. No perfume or cologne: Your presence should not enter the room before you do.
  7. For men, a collared shirt is recommended. Dress-up a little bit.
  8. Jeans are never appropriate for a job interview.
  9. For both men and women, adding a little color is a great choice.
  10. Do not wear a mini-skirt, t-shirt, shorts, or sport shoes.

Hannah Hudson shares six hints in “Real Teachers Spill: What to Wear to a Teacher Interview” from We Are Teachers. She provides good photographic examples of her thoughts maintaining style and comfort while exhibiting professionalism, so be sure to read the entire article at https://www.weareteachers.com/best-of-teacher-helpline-what-to-wear-to-a-teacher-interview/.

  1. sharp-dressed-breast-1241310Suits are always a good choice.
  2. If a suit isn’t an option, try a pair of dress pants or skirt with coordinating top and blazer or cardigan.
  3. Women, consider a black sheath dress.
  4. For men who don’t want to go the suit route, we advise a button-down shirt and pants.
  5. Don’t forget the footwear!
  6. Choose a fun accessory.

In a blog entitled “Teacher Interview Style” posted on Classy in the Classroom at http://classyinaclassroom.blogspot.com/2014/07/teacher-interview-style.html, a very upbeat Amy Disbrow personally models her professional attire with remarks on selecting specific styles and colors.

Pictures are also provided in “How to Dress for an Interview” by Alison Doyle from the balance. Start reading the entire blog-post at https://www.thebalance.com/how-to-dress-for-an-interview-2061163. Sample interview outfits and advice for men are posted at https://www.thebalance.com/interview-outfits-for-men-2061090 and for women at https://www.thebalance.com/interview-outfits-for-women-2061091.

Michigan State University’s Career Services Network “Dressing for Interviews” offers additional recommendations (some hopefully under the category of “common sense”) at http://careernetwork.msu.edu/jobs-internships/appearance-and-attire/dressing-for-interviews.html:

  1. It is rarely appropriate to “dress down” for an interview, regardless of company [or school district] dress code policy. When in doubt, go conservative.
  2. Avoid loud colors and flashy ties.
  3. Clothing should be neat, clean, and pressed. If you don’t have an iron, either buy one or be prepared to visit the dry-cleaner’s often.
  4. Shower or bathe the morning of the interview. Wear deodorant. Don’t wear cologne or aftershave. You don’t want to smell overpowering or worse, cause an allergic reaction.
  5. Make sure you have fresh breath. Brush your teeth before you leave for the interview, and don’t eat before the interview. Don’t smoke right before an interview.

Finally, it is probably worth reading excerpts regarding school institutional dress codes. Good examples include the following:

caring-teacher-1622554-1

  • From Education World at http://www.educationworld.com/a_admin/admin/admin422_a.shtml: “The staff policy prohibits jeans, see-through clothing, torn clothing, short or very tight-fitting clothing, sweat suits, shorts, hats, with exception of religious head-wear, thongs (flip flops), and sneakers or athletic shoes, although gym teachers are permitted to wear athletic shoes.”
  • From the Association for American Educators at https://www.aaeteachers.org/index.php/blog/802-teacher-dress-codes: “Litchfield Elementary School District in Arizona piloted a policy designed to prohibit rubber-sole flip-flops, visible undergarments, any visible cleavage, bare midriffs, clothes that are deemed too tight, too loose or transparent, bare shoulders, short skirts and exercise pants. Administrators in the district also suggested guidelines for natural hair color, limiting piercings, and covering tattoos — all of which can come across as unprofessional.”
  • From Teaching Community “What Teachers Should Never (Ever) Wear” at http://teaching.monster.com/careers/articles/8431-what-teachers-should-never-ever-wear: “How you choose to dress each morning reflects how you feel about your job — that you take your position seriously, that you are ready to work and that you pay attention to detail and know what you expect to encounter that day. You wouldn’t go to a construction site in your favorite four-inch stilettos, right? Of course not, you’d go in a hard hat, because it’s appropriate for the situation. Appearances matter!”
  • From Edutopia “How Should Teachers Dress” by Kevin Jarrett at https://www.edutopia.org/discussion/how-should-teachers-dress: “There is a LOT to consider between formal district dress code policies, personal taste and preference, teaching assignment, community norms, individual income levels, and even climate concerns. As a new teacher, you obviously are going to get your cues from the existing teaching staff, and will probably aim a tad higher, at least initially, while you get established. For most men, this will mean a long-sleeve dress shirt and tie, maybe even a sport coat too. A suit is not out of the question.”

Over the span of my 35+ years in education, I, too, have noticed a significant “slip” or shift to more casual and informal clothing. Some change was expected. After all, in the Rules for Teaching 1915 (see http://www.openculture.com/2013/09/rules-for-teachers-in-1872-1915-no-drinking-smoking-or-trips-to-barber-shops-and-ice-cream-parlors.html), these guidelines were strictly enforced (mostly for woman teachers):

  • You may not smoke cigarettes.
  • You may not dress in bright colors.
  • You may under no circumstances dye your hair.
  • You must wear at least two petticoats.
  • Your dresses may not be any shorter than two inches above the ankles.

interview-1238367-1My view? Teaching is still among the most conservative of occupations. That is how it is viewed by the general public, parents of school-aged children, School Boards, administrators, and interview panels. You can certainly exercise your right to wear whatever you want and show-off numerous body piercings or tattoos… but, like it or not, the school districts are within their rights to choose someone else.

In dealing with our most “treasured blessings” – the students and future hopes of mankind – educators’ ethics and code of professional practices should continue to reach for the highest standards of conduct and appearances. Why? Our kids deserve it!

Hope these online sources help to give you a balanced perspective! Check out the rest of my articles on “Becoming a Music Educator” (click here). PKF

© 2017 Paul K. Fox

Photo credits (in order) from FreeImages.com: Rita Mezzela, Michael Roach, Keith Syvinski, Heriberto Herrera, and Martin Boulanger

 

 

 

 

Lessons in Creativity (Part V)

Samples of “Creativity” in Education Journals

In the continuation of this “calling” — my life’s mission on spreading the importance of fostering creativity in education, and finding research (and hands-on) material on the related subjects of innovation, inventiveness, curiosity, flexibility, adaptability, critical thinking, artistry, and self-expression — here is a library of more resources.

The lists below by no means serve as an inclusive or comprehensive bibliography! Some of these articles and authors have been cited before in my past blog-posts. Speaking of which, if you have not read them, take a moment and examine these:

So, what are you waiting for? Click and go! Get out there and peruse this “content” to your heart’s “content!”

clarinet-1485911

What Started it All…

When I began this blog on creative teaching and learning four years ago, I was initially inspired by the February 2013 issue of ASCD Educational Leadership. I am amazed to find that today many of these articles remain “unlocked” and available via the Internet, although I do not know how long they will remain “free” to nonmembers. (See links below.) Anyone who is interested in further study of imaginative approaches to make learning more interesting and effective (“teaching creatively”) and strategies of teaching that are intended to develop students’ creative thinking or behavior (“teaching for creativity”) should purchase the entire journal or become a subscriber/member of ASCD: http://www.ascd.org/publications/educational-leadership/feb13/vol70/num05/toc.aspx.

 

an-artist-1-1507776

Creativity in Music Education from NAfME

Just when I thought I have seen everything, the March 2017 issue of MEJ (Music Educators Journal) arrived in my mailbox. What a joy! The articles on creativity and music education are listed below. Become a member of the National Association for Music Education (NAfME) to receive full access to this journal.

The best introduction and summary to this series is provided by Katherine Strand (first reference below). She poses the challenge, “Ask yourself how you and your students can be more creative in both the classroom and your own lives.”

  • MEJ March 2017: Introduction – Looking Forward to a Creative Future by Katherine Strand
  • MEJ March 2017: Learning to Be Creatively Expressive Performers by Katherine Strand and Brenda Brenner
  • MEJ March 2017: The Neuroscience of Improvisation by Andrew T. Landau and Charles T. Limb
  • MEJ March 2017: Music Listening is Creative by John Kratis Brenner
  • MEJ March 2017: Developing Musical Creativity Reflective and Collaborative Practices by Lisa M. Gruenhagen Brenner
  • MEJ March 2017: Developing Musical Creativity through Improvisation in the Large Performance Classroom by Martin Norgaar

“In the hubbub of everyday teaching, we sometimes forget that each time we look at a child, we are actually looking at the child in the moment as well as the future young adult, the middle-aged working professional, the parent, the grandparent, and the retiree. But that is our job – to see the child as he or she is and also consider what this young person could be and what possible future awaits him or her…

“But what should we pin our hopes on, and what are the positive choices that those who graduate from our schools may have when they leave our music programs? As British author Kenneth Robinson, an international advisor on education in the arts, stated in a 2006 TED talk, we cannot know what futures our students will face, but we do know that they may find a variety of professions and many livelihoods. We hope some of our students will become professional musicians, but realistically, only a small percentage will follow this path. Given that fact, we need to consider how our impact on our students can be broadened – how we may help them reach the best possible futures for themselves.”

— Katherine Strand, Associate Professor of Music and Chair of the Music Education Department in the Jacobs School of Music, Indiana University, Bloomington

 

 

dancer-1462605

Other Contributions from Educational Journals

Finally, I wanted to include a few of these older releases, still very relevant and thought-provoking.

  • Kappan November 2013 Visual Thinking Strategies = Critical and Creative Thinking by Mary Moeller, Kay Cutler, Dave Fiedler, and Lisa Weier
  • Kappan September 2012 Flunking Innovation and Creativity by Yong Zhao
  • Kappan October 2010 Learning to Be Creative
  • Kappan June 2002 Test Scores, Creativity, and Global Competitiveness by Gerald W. Bracey
  • MEJ May 1990: Creative Thinking in Music by Peter Webster (2 articles)
  • MEJ May 1990: What is Creativity? What is it Not? by Alfred Balkin
  • MEJ May 1990: Structuring the Music Curriculum for Creative Learning by John Kratis
  • MEJ May 1990: Strategies for Fostering Creative Thinking by Janet L. S. Moore
  • MEJ May 1990: Crosscultural Perspectives of Musical Creativity by Patricia Shehan Campbell
  • MEJ May 1990: Tools and Environments for Musical Creativity by Lyle Davidson

Do you have any “favorite” articles about the pursuit of creativity in the schools? Please feel free to share your recommendations by writing a comment to this blog. Thanks!

PKF

violin-1-1313573

© 2017 Paul K. Fox

Photo credits (in order) from FreeImages.com: “The Artist” by Oskar Mellemsether, “Clarinet” by Karl-Erik Bennion, “An Artist” by Alfonso Romero, “Dancer” by Wendy Cain, and “Violin” by Pedro Simao

Seniors Helping Seniors

Are you a caregiver?

going-shopping-1-1433513As we progress through our “golden years,” you may have noticed you had to switch roles with your parents or other elderly relatives… you’re becoming more the parent, advisor or “boss,” and they are more needy and have reverted to being the “child!”

Thanks to advancements in medical science – new and better diagnostic tools, nutrition, antibiotics and other drugs, surgical procedures, and other innovations – we are all living longer. This is bringing on what Dr. Robert N. Butler refers to as “The Longevity Revolution” (See The Longevity Revolution: The Benefits and Challenges of Living a Long Life, PublicAffairs, 2008). The Boomers (and late-boomers) have arrived in huge numbers, and plan to enjoy very long, productive, and richly meaningful lives with renewed inspiration to contribute to the betterment of society in activities of civic, social, and economic engagement – things in which they strongly believe!

And, for many of us, this means we share new responsibilities and jobs as “caregivers!”

I feel blessed to have “found” and connected with Marie Villeza and Kayla Harris at http://elderimpact.org/about-us/. Talk about their insight and generosity! This material comes at a perfect time for all teacher retirees! They have agreed to research and share many support networks and other resources for improving eldercare, senior mobility, special needs and accommodations, and general tips on health, aging, jobs, and finances.

“Lately I’ve been devoting my focus to senior health — especially since only 28-34% of Americans aged 65-74 are physically active. I’ve had the opportunity to speak with some of the elders in my community, and they said although they do want more physical activity, they feel limited in their options. Fortunately, inspiring others to get on their feet is my specialty! I’ve gathered some terrific resources on ways for seniors to lead happier, more active lives, but I need your help distributing them.”    — Marie Villeza

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Take some time to peruse these links:

 

“I don’t know about you, but sometimes I feel like there is too much for us to keep track of and never enough time to get it all done. And sometimes it can be daunting knowing where to start when looking for information about buying a home, figuring out life insurance, or managing life with a disability. That’s why I’m grateful to have so many wonderful resources available on the internet. There are all kinds of resources that can help make financial planning and life in general easier for all Americans, including seniors, veterans, and those with disabilities.” — Kayla Harris

These are from Kayla Harris, also from elderimpact.org:

 

“Some of the greatest partnerships I’ve ever seen have been between senior roommates. Whether it’s a married couple who’ve spent decades together or a pair of siblings who retired together, the care and consideration they always have for each other never ceases to inspire me. I think sometimes we spend so much time worrying about whether our seniors can take care of each other that we fail to see the amazing ways that they do.” — Marie Villeza

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Thanks so much, Marie and Kayla!

PKF

© 2017 Paul K. Fox

Photo credits from FreeImages.com: photographers Ned Horton (hands), Benjamin Earwicher (going shopping), Michelle Kwajafa (senior crossing), and John Meyer (love)

Goals for the Musical Road to Success

Photo credit: FreeImages.com, photographer Matt Hains

Making mature and meaningful decisions to plan personal practice

As the school concert season draws to a close and summer is almost upon us, now is the perfect time to reflect on a little musical goal-setting, complete a personal inventory and needs assessment (in what areas do I need help?), foxsfiresidesprioritize what’s the most important, and define several new “practice plans.”

Do you recall a cartoon with Lucy van Pelt bossing Charlie Brown around and handing him his own very long list of New Year’s resolutions? Except for your parents and the music teachers who know YOU, it isn’t usually effective for someone else to pick your goals. (Of course, if you don’t listen to the suggestions from your music directors and private teachers, there’s a good chance you will never improve!) Sitting around doing nothing, accepting things as they are now, and randomly floating from one task to another accidentally “making music” without foresight or planning are not likely to work. Inattention and osmosis are slow ways to achieve anything in life. Obviously, you must be motivated, ambitious, focused, and committed to “whatever it takes” on the pathways towards self-improvement and musical mastery!

According to “goals experts” (such as the One Minute Manager book by Kenneth Blanchard and the Utah State University recommendations below), to create meaningful personal goals, they should:

  • Be written down (Take the time and post them in your room!);
  • Be specific (Keep it focused, simple, and to the point!);
  • Be concrete (Exactly what/how do you need to do?);
  • Be measurable (How do you know when you’ve succeeded?);
  • Be viewed and reviewed often (Look at them daily/weekly/monthly, and every time you practice!);
  • Be shared (Show them to your music teacher and/or parents/spouse!);
  • Be flexible and change as needed (Modify and adjust – set new goals!);
  • Have a time frame (When will these have to be completed?).

ALL students, parents, and teachers – CLICK ON THIS LINK! Download, print, and read Getting What You Want – How to Make Goals: https://www.usu.edu/asc/assistance/pdf/goal_setting.pdf

seriestoshare-logo-01Your practice should have well-defined goals. What do you want to learn as a musician? Are there particular pieces of music, styles, or technical skills you would like to be able to play? Knowing what you want to accomplish will help you decide what work is needed and assist defining specific learning targets. If you have a private teacher, he/she will automatically prescribe objectives for you, based on your present strengths and weaknesses. But if you desire to join the local youth symphony, participate in a music festival, play in a pit orchestra, perform solos or chamber music, become a conductor, help coach your peers, or want to improve a specific technical skill or general musicianship, make sure your teachers know it! They may be able to share warm-ups, strategies, or practice materials that will help you improve and expand your knowledge, technique, expressiveness, sight-reading and ear training.

Here are some goal-related questions to ask yourself (consider several of these):

  1. Have you signed up for the local band or string camp?
  2. Have you made arrangements to take a few lessons on your instrument or even on piano or music theory over the summer?
  3. What was the last method book you used? Did you finish it? How many pieces can you memorize from it?
  4. When was the last time you performed a solo or two and recorded yourself? Wouldn’t it be fun to video yourself playing a mini-recital and sending the DVD to your grandmother or grandfather?
  5. One of the greatest challenges in performance is sight reading. Can you pull-out a random piece of music (even something written for a different instrument) and play it straight through without stopping?
  6. Pick your greatest weakness or problem on the instrument. What needs your attention? New keys, rhythms, articulations?
  7. Ask your teacher what would be an appropriate exercise book. Can you define several new challenging goals in playing scales, arpeggios, other warm-ups, or études specifically geared for your instrument?
  8. For Western Pennsylvania residents, did you know the South Hills Junior Orchestra is always open to new instrumentalists? SHJO begins its Saturday practices a week after Labor Day (USCHS Band Room 10:30 a.m. to 12:30 p.m.). Everyone is welcome to play in 2-4 free-trial practices!

Take a trip to the South Hills Junior Orchestra website. Under “Resources,” check out the three sets of free “Series to Share…” additional “Fox’s Fireside” issues by Paul K. Fox, and “Music Enrichment Workshop” presentations by Donna Stark Fox.

PKF

© 2017 Paul K. Fox

This “Series to Share” is brought to you by… the Founding Directors of the South Hills Junior Orchestra (SHJO), “A Community Orchestra for All Ages” based in Western Pennsylvania. Feel free to download a printable copy and distribute to music students, parents, teachers, and fellow amateur musicians.

SHJO rehearses most Saturdays in the band room of the Upper St. Clair High School, 1825 McLaughlin Run Road, Pittsburgh, PA 15241. New members are always welcome! For more information, please go to www.shjo.org.

inteREVIEWING the situation… and jobs

Senior Music Education Majors’ Employment Prep

Did you miss your state MEA conference?

Three of the most important recommendations for PCMEA members and other new or prospective music teachers wanting to develop a “personal brand” and presence on the job market are:

  1. Being an active member of your national (NAfME), state (PMEA), and local (college chapter) professional music teacher associations,
  2. Attending every possible music education meeting, workshop and conference, and
  3. Reading everything you can get your hands on from the first two resources above, modeling well-practiced habits of professionalism and networking skills, and getting yourself focused, organized, and prepared for the upcoming interviews.

That’s how you will get land your first employment as a full-time music educator.

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If you live or go to school in PA, you should have attended the PMEA Spring Conference in Erie, PA last week. Just to “rub it in” a little, here are a few of the excellent sessions you missed that were especially geared for collegiate pre-service music teachers:

  • Getting the Most Out of Your Student Teaching Experience
  • Cracking the Graduate School Code: When, Where, Why, How, & How Much
  • Starting with the End in Mind – or – You’ve Got 4 Years, Use Them Wisely
  • Music Education & Gaming: Interdisciplinary Connections for the Classroom
  • Ready for Hire! Interview Strategies to Land a Job
  • Planning Strategies to Develop a Responsive Teaching Mindset

More importantly, if you are in your 4th year and were a no-show to your state conference this year, you missed out the chance to do a little networking, to “put your ear to the ground” listening for market trends and possible position openings for next year. You could have rubbed elbows at a bar (drinking a diet coke) or clinic or concert with a music supervisor, department chair, administrator, or high school band/choir director who knows who is taking a sabbatical or retiring from his/her school upon completion of the current semester.

Successful professionals stay up-to-date with their journals

PMEA NewsAs a “professional,” you have an open, inquisitive mind, constantly strive for self-improvement, continuing education, and retooling, embrace change and better ways of doing something, and “practice” your craft. This means you read your educational publications from cover to cover. For example, these were a few of the tips in a recent PMEA News article, “I’ve Got an Interview, Now What?” shared by Dr. Kathleen Melago, PCMEA State Advisor and Associate Professor of Music Education at Slippery Rock University, and Doug Bolasky, retired band and orchestra teacher and former Department Chair of the Southern Lehigh School District:

  1. “The interview process at each school district is likely as unique as the district itself, and while there is no foolproof way to know in advance what questions will be asked of you, it helps to give some thought to what questions may come your way.”
  2. “It’s easy to tell someone what you would like to do; more valuable to the interviewers is what you DID do. Be ready to cite instances from your student teaching and even field experiences.”
  3. “Think about items you could place into your portfolio that would help you answer the questions. For example, if you are answering a question about an idea you implemented that was creative, consider including an artifact in your portfolio that provides credibility to your answer. Avoid simply passing around your portfolio during the interview. Instead, use it as a visual aid…”
  4. “Enlist the aid of a friend and use a webcam to record yourself answering the questions as in a mock interview. Look for distracting mannerisms like playing with your hair, saying ‘um’ or ‘like,’ and so forth.

Are you ready? Assess yourself! Then, DO YOUR HOMEWORK NOW!

For those who are nearing completion of their coursework for a teaching certificate, the season of professional school interviews is coming… At this point, you should be familiar with assessment rubrics and other evaluative tools used in education. Right NOW how well do you stack up in prepping for employment screenings? Complete this checklist as honestly as possible. I am citing and “reviewing” past articles I have written at this blog-site… a perfect opportunity for you to “fill in the missing gaps” and get started on this process of finding the perfect job!

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  1. [   ] I am familiar with numerous criteria for assessing teacher candidates (for what the employment screening committee may be looking), including specific instructional, professional, and personal skills, experiences, behaviors, or ”core teaching standards” of “Unsatisfactory,” “Satisfactory,” “Good,” or “Superior.” I know the Charlotte Danielson Framework (one evaluative model for professional development used by the PA Dept. of Education – (https://www.danielsongroup.org/) or sample school district assessment forms. DO YOUR HOMEWORK NOW: https://paulkfoxusc.wordpress.com/2015/08/09/criteria-for-selection-of-the-ideal-teacher-candidate/ and https://paulkfoxusc.wordpress.com/2015/09/01/a-blueprint-for-success-preparing-for-the-job-interview/.
  2. [   ] I have developed a comprehensive unified philosophy of music education that spotlights my abilities from the perspective of a generalist not a specialist. I can model competency and experience in general music, piano playing, vocal and instrumental (band, strings, and guitar) music, Classical, jazz, pop, and folk music styles, improvisation, composition and music theory, and technology teaching grades Pre-K to 12. DO YOUR HOMEWORK NOW: https://paulkfoxusc.wordpress.com/2015/07/04/marketing-yourself-and-your-k-12-music-certification/.
  3. [   ] I am comfortable with today’s jargon, current trends, and key “buzz words” in general education. This includes everything from “The Common Core” to “The Four C’s” of 21st Century learning, and all of those constantly changing acronyms like HOTS, DOK, RTI, and UBD. These terms may come up at interviews, so I have at least a precursory understanding about them, and if I am “stumped” with a particular question, I will admit needing clarification (and I will look it up when I get home). DO YOUR HOMEWORK NOW: https://paulkfoxusc.wordpress.com/2015/07/18/the-alphabet-soup-of-educational-acronyms/.
  4. [   ] I am becoming a proficient storyteller and have prepared a set of personal anecdotes to potential questions that may be asked at the interviews. I have practiced responding with specific examples of my past experience and accomplishments, not just “telling” my strengths but allowing the listener(s) to make his/her(their) own deductions about me from my stories. DO YOUR HOMEWORK NOW: https://paulkfoxusc.wordpress.com/2015/08/02/when-it-comes-to-getting-a-job-s-is-for-successful-storytelling/.
  5. [   ] I have practiced taking “mock interviews” in front of my peers and recorded myself for self-assessment of my ability to answer employment screening questions. DO YOUR HOMEWORK NOW: https://paulkfoxusc.wordpress.com/2015/10/11/the-dos-and-donts-of-interviewing/, https://paulkfoxusc.wordpress.com/2016/02/27/interview-questions-revisited/, https://paulkfoxusc.wordpress.com/2016/06/04/those-tricky-interview-questions/, and https://paulkfoxusc.wordpress.com/2017/01/27/body-language-interviewing-for-a-job/.
  6. I understand the concepts of…
  7. I have a high-quality…

What was YOUR score… out of 11?

Get to work… so you can get work!

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PKF

Photo credits: FreeImages.com, photographers hvaldez1 (studying for a test), Tory Byrne (quiz), and Svilen Milev (hire).

© 2017 Paul K. Fox

What is the National Creativity Network?

Part V: The Ultimate Resource for Creativity News, Methodology, Research, and Contacts

NCN

If you have not done so previously, drop everything, knock off a couple hours, and visit and consume a heaping portion of the National Creativity Network website: http://nationalcreativitynetwork.org/.

the-author-5-1166957It can’t get any better than this! Probably the most comprehensive one-stop vault of articles and “friends of NRN” sources for further study, the NCN provides an extensive collection of creativity tools: news stories (still current as of the week of April 7, 2017), quotes, webinars, blog-posts, past competitions like the USA Creative Business Cup, and a Board of Directors from across North America including many “giants in the field” like one of my heroes Sir Ken Robinson (California),  along with George Tzougros (Wisconsin), Margaret Collins (North Carolina), Steve Dahlberg (Connecticut), Carrie Fitzsimmons (Massachusetts), Peter Gamwell (Ottawa, Canada), Jean Hendrickson (Oklahoma), Wendy Liscow (New Jersey), Susan McCalmont (Oklahoma), Robert Morrison, Scott Noppe Brandon, David O’Fallon (Minnesota), Andrew Ranson, Susan Sclafani (Washington D.C.), and Haley Simons (Alberta, Canada).

dennis_cheek_4_09_5x7_02According to their website, Dennis Cheek is the Executive Director of the National Creativity Network (right).

Since it so large and links will lead to many different websites, I recommend revisiting their site often. Start with their news feed section (http://nationalcreativitynetwork.org/?page_id=18).

The following is reprinted directly from the National Creativity Network website, and should be used as a model or “food for thought” towards the infusion and prioritizing creativity in education and business settings. Bon appétit!  PKF

National Creativity Network

OUR VISION:

A vibrant and flourishing North America where imagination, creativity, and innovation are routinely valued, skillfully applied, and continuously expanded.

OUR MISSION:

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The National Creativity Network engages, connects, informs, promotes, and counsels cross-sector stakeholders who skillfully use imagination, creativity and innovation to foster vibrant and flourishing individuals, institutions and communities across North America.

OUR CORE BELIEFS:

  • Imagination is the bedrock of human creativity and remains an underdeveloped and under-utilized resource.
  • Creativity is present in every human being and can be further nurtured and developed.
  • Innovation entrepreneurially figures out how to make creative ideas function well in the real world at a scale that matters.
  • A desirable future for institutions, communities, and societies depends upon continuously finding imaginative, creative, and innovative solutions to profound and complex challenges.
  • Supportive environments are essential to the unleashing of imagination, expression of creativity, and realization of innovation.

NCN’s EXISTS TO:

  • OLYMPUS DIGITAL CAMERASpark local, regional, state and provincial, and national movements to create environments—in homes, schools, workplaces, communities and public offices—where every person is inspired to grow creatively.
  • Develop grassroots networks of organizations and regions to facilitate the exchange of ideas, models and “best questions” as well as providing support and processes for those who want to take part.
  • Serve as a national and international thought leader and influential policy voice for matters related to imagination, creativity, and innovation.
  • Seek new national and global partners whom we can engage, connect, understand, and promote.
  • Provide high quality, synthesized, and timely information across geographies, sectors, problems, activities, and needs.
  • Facilitate cross-sectoral (education, commerce, culture, and government) and cross-regional work that tackles difficult and perennial obstacles to progress in North America.

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We accept the following working definitions for our work, adapted with permission from the book imagination first: Unlocking the Power of Possibility by Eric Liu and Scott Noppe-Brandon (Jossey-Bass, 2009):

Imagination is the capacity to conceive of what is not yet present or manifest.

Creativity is imagination applied (“imagination at work”) to do or make something that flows from the prior capacity to conceive of the new.

Innovation consists of further creative actions that advance the form, depth, reach, and richness of that which has been brought into being.

© 2017 Paul K. Fox

Photo credits: artist palette-John Nyberg, imagination-Svilen Milev, photographer-Bob Knight, clay artist-Stefano Barni, and musician-Rita Mezzela at FreeImages.com

Where Are the Models, Mentors, and Motivators?

Photo credit: FreeImages.com, photographer Peter C.

 

Are You Listening to Solo, Chamber, and Orchestral Music?

foxsfiresidesWhen I was teaching full-time school orchestra music grades 5-12, the following conversation by students in my program may have been shared at the dinner table. “He wants me to spend time and listen to several outstanding players. I was a little embarrassed when he called on me in class and asked, ‘Who is your favorite violinist?’ and I could not identify a single principal string player or even the current Concertmaster of the Pittsburgh Symphony Orchestra!”

I was dismayed that as many as 80% of my instrumentalists could not respond with the name of a famous classical musician who is currently playing their instrument! This brings the issue to the forefront of my greatest concern: DOES ANYONE LISTEN TO GOOD MUSIC ANYMORE?

Obviously, most people learning how to play golf, tennis, ballet, ice skating, gymnastics or any of the contact sports, could instantly name their “hero” and leading examples in their field. Can you imagine not watching a professional athlete model his/her technique? For example, if you wanted to learn how to be a high-diver or competitive swimmer, would you simply read a book on the subject, study the moves, take a few lessons, practice in the pool, and not once attend a local swim meet or watch the Olympic event when it appeared on TV?

seriestoshare-logo-01Pittsburgh has a strong cultural base, providing a home for the world-class Pittsburgh Symphony Orchestra and Pops, the Pittsburgh Ballet and Pittsburgh Opera companies, and the Pittsburgh Civic Light Opera productions, to name a few venues. We are also most fortunate that many amateur or semi-professional groups such as the Pittsburgh Civic Orchestra, Washington Symphony, and River City Brass Band are local (some concerts presented conveniently next door in the Upper St. Clair HS Theatre). Professional soloists and chamber groups visit our city nearly every month, and opportunities to enjoy free concerts are limitless on cable/FiOS television and WQED.

This revelation motivated me to bring my laptop computer to every music lesson and ensemble rehearsal to share musical examples. With truly “basic” technology, there is really no excuse for not exploring a sea of masterpieces, watching a virtuoso performing his craft up-close – thanks especially to online resources such as www.youtube.com. Here are just a few “totally free” audio examples:

Here is the musicianship prescription – tips on providing meaningful motivation, momentum, and exposure to GREAT works of art in order to become more culturally connected and musically literate:

  • Families: Take the music break and listen to Classical (all styles/eras), folk, pop/jazz music at least once a week.
  • Encourage your musician to regularly use his/her computer/tablet to watch performances on the web.
  • Choose several favorite soloists playing the same instrument you are studying, and follow them.
  • Buy CDs of music or download movements of concertos, sonatas, or symphonies from iTunes, etc.
  • Go to a live professional concert at least once a year – more often in the summer, if possible.

Take a trip to the South Hills Junior Orchestra website… Under “Resources,” check out the two sets of free “Series to Share…” additional “Fox’s Fireside” issues by Paul K. Fox, and “Music Enrichment Workshop” presentations by Donna Stark Fox. In particular, download and read the Listening Enrichment Session, the perfect companion to this article.

PKF

© 2017 Paul K. Fox

This “Series to Share” is brought to you by… the Founding Directors of the South Hills Junior Orchestra (SHJO), “A Community Orchestra for All Ages” based in Western Pennsylvania. Feel free to download a printable copy and distribute to music students, parents, teachers, and fellow amateur musicians.

SHJO rehearses most Saturdays in the band room of the Upper St. Clair High School, 1825 McLaughlin Run Road, Pittsburgh, PA 15241. New members are always welcome! For more information, please go to www.shjo.org.

Pet Ownership & Retirement

pmeaReprinted from the Winter 2016 PMEA News, the state journal of the Pennsylvania Music Educators Association.

 

 

Many of us already know the immediate joys of dog or cat ownership – how much fun, affection, and meaning they can bring into our lives. According to HelpGuide.org International, a nonprofit tax-exempt 501(c)3 organization of “digital mental health pioneers,” pets also provide numerous benefits for your health and well-being, and even your longevity. Quoting from their website (http://www.helpguide.org/articles/emotional-health/the-health-benefits-of-pets.htm):

doggies_ - 3“Dogs in particular can reduce stress, anxiety, and depression, ease loneliness, encourage exercise and playfulness, and even improve your cardiovascular health.”

Studies have found that dogs improve our mood and health:

  • Pet owners are less likely to suffer from depression than adults without pets.
  • People with dogs have lower blood pressure in stressful situations than those without pets
  • Playing with a dog or cat can elevate your levels of serotonin and dopamine, which calm and relax.
  • Pets can help lower triglyceride and cholesterol levels (indicators of heart disease).
  • According to the American Heart Association, heart attack patients who have dogs survive longer than those without.
  • Pet caretakers over the age 65 make 30 percent fewer visits to their doctors than those without pets.

doggies_ - 5Once you reach full retirement, you may find yourself with a lot more “freedom” and time “at-home” to share with your spouse, other loved ones (babysitting grandchildren/ nieces?), friends, personal music-making, hobbies, and pets! Indeed, this may be the first chance you have to go out and rescue a dog from an animal shelter. Full-time music teachers with those incredibly packed schedules of after-school/evening marching band practices, choir, band, orchestra, jazz, musical, and/or dance rehearsals and performances, their own concert gigs, private lessons, etc. may not be able to properly care for a dog by themselves. The only reservation to bringing a new dog into your home is if you plan to take a lot of long trips in retirement. Perhaps then, you can revisit the option of animal adoption after taking several cruises, safaris, and cross-country road trips. Pets need your love and attention!

Having a dog or cat as a retiree will support many healthy lifestyle changes, such as (from HelpGuide.org):

  1. Increasing exercise
  2. Providing companionship
  3. Staying connected and meeting new people
  4. Reducing anxiety
  5. Adding structure and routine to your day
  6. Providing sensory stress relief
  7. Helping you find meaning and joy in life
  8. Boosting vitalitydoggies - 3

You need to read the entire HelpGuide.org blog-post and Harvard Health Publications for more information about dog ownership and issues dealing with heart-health, weight-loss, boosting your immune system, bipolar disorder, PTSD, Alzheimer’s patients, and children with learning disorders. They provide additional tips on choosing a pet, and the costs and commitment associated with them. Other excellent online resources include:

doggies_ - 4Several of my own experiences “learning and growing” with Brewster (a yorkie-poo) and Gracie (a bichon frise), “new children” added to my household immediately after retirement, are shared at https://paulkfoxusc.wordpress.com/2015/09/22/what-i-have-learned-from-my-dogs-in-retirement/. Here are a few of the intangibles…  “rules for healthy living” our pets model and we realize by having them:

  1. Life is all about taking a long walk, smelling the roses (and everything else), bamboozling another treat from “daddy,” and getting your ears scratched or belly rubbed.
  2. Live enthusiastically in the “here and now.”
  3. Forgive unequivocally and immediately, and always run to greet loved ones when they come home.
  4. Whenever possible, fearlessly explore the fringe (almost beyond the reach of the leash).
  5. Relax and snuggle with someone you love as often as possible.

doggies_ - 7So fdoggies_ - 8or what are you waiting? Go out and find a dog or cat to rescue… or at least pet one! You’ll be glad you did!

PKF

 

© 2015, 2016 and 2017 Paul K. Fox

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This article is a complimentary re-issue to motivate retired music educators to join PMEA – their professional association. For more information, please go to the PMEA website http://www.pmea.net/membership-information/ and read the blog-post “PMEA in Retirement – What’s in it for Me?”

The PMEA State Conference Primer

Getting the Most Out of Music Conferences… Suggestions for First-Time Attendees or New Teachers

Music conferences offer students as well as seasoned musicians a wealth of professional opportunities. They are motivating and help recharge your battery. They even help set future goals. Consider music conferences an essential component of your training and career…

CLICK HERE TO READ MORE – The original release of this article is at http://majoringinmusic.com/music-conferences/

Education’s purpose is to replace an empty mind with an open one. – Malcolm Forbes

The greatest benefits of attending an academic or professional conference are the opportunities to build your network and increase your awareness of new trends happening in your area of interest. – Emad Rahim http://www.coloradotech.edu/resources/blogs/june-2013/professional-conference

Networking with others in the field, getting new and innovative ideas, self-reflection and re-thinking of previous methods, and improving communication skills are just a few of the ways professionals can grow and develop.  – Conferences and Professional Development by the Grand Canyon University Center for Innovation in Research and Teaching https://cirt.gcu.edu/research/developmentresources/research_ready/presentationready/prof_develop

For professional networking, it is your “charge” to create multiple pathways to/from school administrators, HR managers and secretaries, music supervisors and department heads, and music teachers… and you – your skills, accomplishments, unique qualities, experience, education, and personality traits. Paul K. Fox https://paulkfoxusc.wordpress.com/2016/04/04/networking-niceties/

pcmea

Welcome to the annual state conference! For Pennsylvania Collegiate Music Education Association (PCMEA) members and soon-to-be-hired music educator prospects, this guide will help you get the most out of attending the 2017 Pennsylvania Music Educators Association (PMEA) Spring Conference (and future professional development events).

Reasons to “drop everything” and attend an in-service conference:

  1. Conferences “grow” your professional network and opportunities for future collaboration.
  2. Conferences build your knowledge base: to hear about potential job openings, stay current in the field, learn new ideas, music literature, classroom materials, curriculum initiatives, research, technology, and unique approaches to problems, and to see “state-of-the-art” (“model”) performances of student and professional music ensembles.
  3. Conferences expand your resources.
  4. Conference motivate (a.k.a. “recharge batteries”) and help you plan future goals.

People in academics cultivate exceptional resources—and they’re excited to share them with like-minded colleagues. During the conference, I had an opportunity to test out new technology, review upcoming publications, share teaching tools and techniques and obtain samples of textbooks, software and mobile applications. Conferences are full of people promoting new ideas, vendors selling new products, and consultants teaching new methodologies. I always take advantage of this opportunity to fill up my academic tool-shed with new techniques and technology to improve my career. – Emad Rahim

bayfront1_highThe annual PMEA Spring Conference will be held on April 19-22, 2017 at the Erie Bayfront Convention Center. These sessions may be “perfect for PCMEA!”

  • Opening General Session with Tim Lautzenheiser Thursday 8:30 a.m.
  • PCMEA meetings Thursday 10:30 a.m. and Friday 11:15 a.m.
  • Getting the Most Out of Your Student Teaching Experience Thursday 1:30 p.m.
  • Cracking the Graduate School Code: When, Where, Why, How, & How Much Thursday 3 p.m.
  • Starting with the End in Mind – or – You’ve Got Four Years, Use Them Wisely Thursday 4:30 p.m.
  • Music Education & Gaming: Interdisciplinary Connections for the Classroom Friday 8:15 a.m.
  • Ready for Hire! Interview Strategies to Land a Job Friday 9:45 a.m.
  • Planning Strategies to Develop a Responsive Teaching Mindset Friday 2:15 p.m.
  • Final General Session with NAfME Eastern Division President Scott Sheehan Friday 3:45 p.m.

For a complete conference schedule, consult PMEA News or this web-link: http://www.pmea.net/wp-content/uploads/2017/01/2017-PMEA-Annual-Conference-Schedule-for-Winter-News.pdf.

pmeaFirst things first! Prepare yourself in advance. Grab your winter or spring issue of PMEA News. Review the program of sessions which is usually laid out in chronological order and also by content strands (e.g. advocacy, choral, classroom music, collegiate, curriculum development/assessment, higher education research, instrumental, music technology, World Music, and special interest topics), as well as the list of keynote speakers, guest clinicians, showcase (music industry) demonstrations, association meetings (like PCMEA), and performances. Using an “old-fashioned” 20th century tool, mark up the conference schedule with two different colors of highlighter marking pens, first targeting “high interest” areas in yellow, and then “must attend” events in hot pink or other favorite color.

Next, download the PMEA Conference App (usually from Core-Apps.com). This is the 21st Century technique for setting up your conference schedule (“where to go and what to do”), reading the bios of the presenters, locating the session rooms and exhibit booths, finding out who is attending, taking and storing your notes, and learning about last minute changes. Here is the picture of the 2016 PMEA app:

pmea-app

More DO’s and DON’Ts for effective conference attendance:

  1. DON’T remain in your “comfort zone” by sitting exclusively with your friends or college buddies at every session and concert. DO socialize with your peers at meals, and DO attend meetings of your PCMEA. However, if you are trying to take advantage of networking opportunities, to get to know other professionals, possible job screeners, administrators, etc., DON’T just sit with people you know at every other event.
  2. SONY DSCDON’T focus exclusively on attending sessions or concerts in your specialty or most proficient areas, such as band if you’re a woodwind, brass or percussion major, orchestra if you are a string player, general music/choral if you are a vocalist or pianist. DO go to sessions that are not directly related to your major. You might be surprised at the connections you discover or the new interests that arise. Imagine “they” want to hire you next year as the next middle school jazz coach, HS marching band show designer, choreographer for the elementary musical, conductor of the string orchestra, teacher of AP music theory, etc. Could you select music for an elementary band (or choral) concert, create a bulletin board display for a middle school general music unit, set-up a composition project, or lead folk dancing at the kindergarten level?
  3. DO stay at (or near to) the hotel where the conference is being held… to see and DO more!
  4. Learn and DO the best practices of networking, personal branding, business card creation and distribution, and record-keeping of conference notes, job openings, and contact information. DO read my blog-post on Networking Niceties: The “How to Schmooze Guide” for Prospective Music Teachers at https://paulkfoxusc.wordpress.com/2016/04/04/networking-niceties/.
  5. playing-harp-1563567DON’T be shy! A conference is no place for being timid or afraid to start up a discussion with a more experienced music teacher. PMEA is all about circulating and introducing yourself, exhibiting your “charming self,” exploring resources and who are the experts/leaders in music education, getting the “lay of the land,” and adding as many names and emails to your professional contact data base as possible. Of course, DO follow-up with anyone who suggests that there may be a future employment posting from their school district!
  6. DO attend both general sessions, one usually scheduled on Thursday morning and the other on Friday afternoon. These will feature the keynote speakers and a special performance or award presentation. Since it is free and another opportunity to network, DO attend the Saturday morning awards breakfast and general membership meeting.
  7. DON’T be the first person to leave a session, and definitely DON’T “hop around” from one clinic or concert to another. Many attendees consider leaving early disruptive and rude, and it does not allow you to get the “whole picture” of the presentation. DON’T run in and grab the handouts… they will not have much meaning unless you attend the entire one-hour workshop. DO interact with the clinicians and conductors. If someone gave a talk, introduce yourspiano-and-laptop-1508835elf and ask a thoughtful question on some issue about which you are curious or found interesting.
  8. DO attend (and participate in) at least one panel discussion, music reading workshop, and technology session. DO search for special sessions held for college students on interviewing and landing a job. DO visit the displays of the PMEA Research Forums and the Exhibits.
  9. DON’T expect to get a lot of sleep at the conference. DON’T miss the interesting concerts to attend at night as well as early morning breakfast meetings and evening receptions. But, whatever you do, DO have FUN at your first music teacher conference!

Actually, PMEA represents only one of a series of outstanding music education conferences offered to school music teachers. In addition, you should look at:nafme

Hopefully, these tips on networking and taking advantage of the many professional benefits for attending an in-service conference will assist your successful pursuit for “landing” a job, discovering your own “calling” in the field of music education, and contributing a lifetime of meaningful work to our profession. See you in Erie!

Suggested Additional Readings:

  • Caffarella, R. S., & Zinn, L. F. (1999). Professional development for faculty: A conceptual framework of barriers and supports. Innovative Higher Education, 23(4), 241-254.
  • Guskey, T. R., & Huberman, M. (1995). Professional development in education: New paradigms and practices. Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 (paperback: ISBN-0-8077-3425-X; clothbound: ISBN-0-8077-3426-8).
  • Guskey, T. R. (2000). Evaluating professional development. Corwin Press.
  • Snow-Gerono, J. L. (2005). Professional development in a culture of inquiry: PDS teachers identify the benefits of professional learning communities. Teaching and teacher education, 21(3), 241-256.
  • Sunal, D. W., Hodges, J., Sunal, C. S., Whitaker, K. W., Freeman, L. M., Edwards, L., … & Odell, M. (2001). Teaching science in higher education: Faculty professional development and barriers to change. School Science and Mathematics, 101(5), 246-257.

PKF

© 2017 Paul K. Fox

Photo credits: saxophone 24youphotography, harpist Gerrit Prenger, and computer/music keyboard LeslieR at FreeImages.com