Busy Chair of Music Education, Director of Teacher SupportOklahoma City Univeristy, El Sistema Oklahoma
Michael Raiber was appointed as Professor of Music and the Busey Chair of Music Education at Oklahoma City University in 2013. He also serves as the Director of Teacher Support and Conductor of Orquestra Esperanza for El Sistema Oklahoma, an instrumental music education and social reform program serving over 200 students in Northwest Oklahoma City Public Schools. He comes to these positions with 34 years of teaching experience; 13 years in public schools and 21 years in music teacher education. He is the Immediate Past President of the Oklahoma Music Educators Association and NAfME Southwest Division President-Elect. He is a native Oklahoman with degrees from the University of Tulsa (BME, MME) and the University of Oklahoma (Ph.D.). His passion is educating and supporting high-quality professional music educators who will inspire future generations.
This clinic will demonstrate several activities focused on student leadership development. The foundation of this approach is active learning. Potential leaders take part in activities/games and then debrief the leadership qualities that were explored or demonstrated within the activity. As active participants, potential leaders develop in-depth understandings of complex leadership constructs.
Due to the numbers of students served by music educators, providing and documenting effective feedback for each student is a challenge. This can be frustrating for teachers who need student-learning information to inform their teaching decisions. This workshop will demonstrate use of several applications that can be used in the classroom/rehearsal hall.
When students believe they are involved in the decisions being made concerning their ensemble experience they will invest in their orchestra more than if they have little input. This session chronicles a partnership between middle school orchestra members and their teacher as they collaborated on several aspects of their ensemble experience for a quarter.
One of the greatest challenges for instrumental music educators in rural and urban settings is the varied instrumentation of their ensembles and the lack of repertoire that can support effective music learning given these restraints. Relating students’ musical interests and current understandings to the instrumental music class is an additional issue that often contributes to small enrollments and lack of instrumentation.
Many beginning instrumental approaches focus exclusively on development of notational reading and instrumental performance skills. While these skills are essential to quality instrumental music learning, they alone do not constitute quality music education. Young instrumentalists bring a wealth of music with them into the classroom. Adept music educators can use this music to teach all necessary foundations for music performance and understanding.