Canadian Music Educators' Association
Mark Reid is a leader in British Columbia’s diverse music education community, with a record of program development and growth. He has served as Curriculum Coordinator and Music Education Strategy Lead at the British Columbia Ministry of Education, Past-President of the Canadian Music Educators’ Association, and was the Director of Bands & Choirs at Vancouver Technical Secondary School. Under Mark’s guidance, the program at Van Tech grew to include nearly 40% of the school’s 1600 students.
Recognized for his inclusive and innovative practice, Mark was presented with a JUNO Award as the 2013 MusiCounts Teacher of the Year and was a Finalist for the 2015 Global Teacher Prize. Mark holds degrees from VanderCook College of Music (MMEd) and the University of Victoria (BMus). He has held leadership roles at the British Columbia Music Educators’ Association, Coalition for Music Education in Canada, Vancouver Community College Program Advisory Council, and the Varkey Teacher Ambassadors.
Mark is a member of the Adjunct Faculty at VanderCook College of Music, teaching a graduate course on relational pedagogy. He has spoken at the Global Education & Skills Forum (Dubai, UAE) alongside Andreas Schleicher and writes about arts education policy, connecting music education to emerging trends in education policy and research. He has given keynote and conference presentations for the International Summit on the Teaching Profession (Berlin, Germany), Canadian Music Educators’ Association, Disney Performing Arts, and at universities across Canada.
In 2016, Mark was pleased to be the Guest Conductor for Vancouver’s Cor Flammae. He is a published arranger for concert band and string orchestra and has performed with Foster the People, 2010 Paralympic Winter Games Opening Ceremony, Vancouver Symphony Orchestra educational concerts, and for His Royal Highness the Earl of Wessex. Mark has been the music director for numerous community musical theatre productions and the conductor of two orchestras at the Saint James Music Academy.
Music educators are experts in their subject matter and ought to be part of the policy discussions that influence our work. School, district, and jurisdiction-level policy decisions have the capacity to limit or enable our work. The clinic addresses goals and strategic planning related to program design, retention, and curriculum.
Music teachers and student-musicians connect in multiple ways through various interaction at school. As such, music programs are often a place where students feel they "belong" or connected to others. This clinic honors these connections, addressing pedagogy and practice that balances established boundaries with modeling of healthy, reciprocal, responsible, and respectful relationships.
The instrumentation of a beginning ensemble has a direct connection to recruitment, retention, and instrumentation of senior ensembles. This clinic looks at a strategy for assigning instruments while considering longer-term goals.
Traveling with more than 100 student-musicians is a challenge for anyone. This clinic will address strategies that connect leadership at the school with leadership on the road. Ideas will include distributed leadership models, music tour efficiencies, and a positive form of 'peer pressure'.