Choose a session below to learn more about the presenters that will be at the Watch, Listen, Play Create Convention in Buffalo June 24-27.
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Playing with Creativity

Dr. Cyndi Burnett
Keynote Speaker

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Sound and Silence: Creating Opportunities for Children to Experience Contrast in Music.

Beth Bolton
Track

This interactive music workshop features original tunes by Dr. Beth Bolton designed to provide opportunities for contrast featuring sound and silence. The idea that featuring sound and silence in music could be a useful educational tool is based on the work of two early childhood researchers and authors: Maria Montessori and Edwin Gordon. Montessori's work encourages parents and teachers to provide opportunities for children to learn and to construct their environment. Gordon suggests that children respond to music during silence.


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A Child's Musical Engagement in a Music Class Viewed through the Lens of "Spheres of Musical Understanding: A Fluid, Situational, and Context Specific Model"

Joanne Rutkowski
Track

Young children’s musical development has been viewed through various lenses (i.e. Gruhn, 2002; Gordon, 2012; Voyajolu & Ockelford, 2016). However, though individual differences among children are noted most of these lenses propose a linear or sequential progression of development. Observations of and reflections on young children’s ways of being musical lead (author) to believe that this development may not be linear or sequential and likely situational or context specific, even occurring throughout the lifespan.


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Rhythmicking Because They Must: Children’s Musical Embodiment as Pathway to Knowledge

Dr. Patricia Shehan Campbell
Keynote Speaker

Patricia Shehan Campbell is Donald E. Peterson Professor of Music at the University of Washington, where she teaches courses at the interface of education and ethnomusicology. A singer and pianist, with studies of the Japanese koto, Celtic harp, Karnatic Indian mridangam, and Bulgarian and Wagogo song, she has lectured internationally on the pedagogy of world music and children’s musical cultures.


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Musical Experiences within a Play-Based program at Bing Nursery School

Leslie Hart, Beth Wise
Track

Bing Nursery School at Stanford University has prioritized creating a music rich and play-based music environment for children for over 50 years. This interactive workshop will explore the potentials in musical play and offer participants ways support play in music. Participants will: 1) hear video/audio examples of children from Bing; 2) gain practical ideas to support and frame music experiences in a play-based environment ; 3) Engage in musical play; and 4) be provided with research based evidence that supports play in music.


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Transformational Play

Jennie Mulqueen
Track

This workshop will examine how perspectives on the spirit of musical play might transform our practices in early childhood music and, more broadly, our musical culture. When we make music to keep the soul alive, as Stuart Brown suggests we should, how might we intentionally shift cultural biases away from perfectionistic performance to soulful experience? Jumping off from Laban’s theory of creative movement, workshop participants will reflect on the very nature of innate impulse for movement. Is this the same as the innate impulse for play?


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Playfully Nurturing the Singing Voices of Young Children

Joanne Rutkowski
Track

100 Word Description: All children can learn to sing! Unfortunately, some children do not experience musically nurturing environments and as a consequence have difficulty developing their singing voices. Just as children learn their first language through informal linguistic engagement with others, children develop their singing voices through informal musical engagement with others.


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Spontaneous Music Making of Preschool Students during Self-Directed Activities: Musical Behaviors and Contexts

Terri Brown Lenzo
Track

Results of The Pillsbury Foundation Studies (1937-1945) conducted by Moorhead and Pond (1978) revealed characteristics of children’s spontaneous music making and the contexts in which the behaviors occurred. The Studies, as they are known, took place in a classroom that had been equipped with a wide variety of musical instruments. The purpose of this research is to determine the spontaneous music making of preschool children at play in a classroom that had not been prepared with musical instruments. This ethnographic study is in progress. Data analysis is underway.


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I Can . . . Compose!

Patricia Gingras
Track

Children interact with music from an early age. Just as with language development, children musically explore their voices, babble with sounds and imitate others as they learn the vocabulary of music. We are never surprised when young children put words together to create sentences, but often fail to recognize that children can be great musical composers. Learn to encourage and shape compositional skills by exploring age appropriate activities that allow young children to tap into their inner Mozart, Beethoven and (gasp!) Schoenberg. (Well, maybe not quite . . .)


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Rhythmicking Because They Must: Children’s Musical Embodiment as Pathway to Knowledge

Dr. Patricia Shehan Campbell
Keynote Speaker

Patricia Shehan Campbell is Donald E. Peterson Professor of Music at the University of Washington, where she teaches courses at the interface of education and ethnomusicology. A singer and pianist, with studies of the Japanese koto, Celtic harp, Karnatic Indian mridangam, and Bulgarian and Wagogo song, she has lectured internationally on the pedagogy of world music and children’s musical cultures.


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Including All Students in Early Childhood Music through Universal Design for Learning

Karen Salvador
Track

By sharing resources and presenting sample activities, this session demonstrates how Universal Design for Learning (UDL) can help create inclusive early childhood music practices. Specifically, we will explore domain-specific adaptations and strategies that support teacher and learning center efforts to (1) guarantee that all children have access to all activities offered in the center and/or music program, and (2) ensure that all children are treated as full participants in every activity they attend.


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Guided Music Play between Two-Year-Old Children and a Music Play Facilitator: A Case Study

Kathleen Arrasmith
Track

With the intention of increasing social music interaction understanding, the purpose of “Guided Music Play between Two-Year-Old Children and a Music Play Facilitator: A Case Study” is to investigate guided music play between two-year-old children and a music play facilitator. Children use play appropriate to their developmental ability, skill independence, and socialization experiences (Bodrova & Leong, 2007; Bulotsky-Shearer, Manz, Mendez, McWayne, Sekino, & Fantuzzo, 2011).


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From Delight to Wisdom: Playful Music Activities Support Early Learning Goals

Lili Levinowitz
Track

This session explores how creating playful music experiences can support children’s Early Learning as well as music development. Through exploring the benefits and characteristics of music play, participants will discover the importance of allowing children to play with music to support an Early Learning Core curriculum or before they play (i.e. perform) music.


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Early Exploration of Classroom Music Instruments

Michael Ruybalid
Track

The use of musical instruments is very prevalent within our early childhood music classes. Additionally, multiple opportunities to play, explore, and create are integral parts of a quality music classroom experience. In this session, strategies and activities that allow children to explore and interact with classroom music instruments will be presented. These include literature integrations as well as early improvisatory activities.


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How Far I'll Go

Kody Andreas
Track

Discover creative and playful ways to incorporate popular children's media into the early childhood general music classroom. This workshop serves to provide teachers with an array of musical activities and ideas which utilize the current and popular media culture of their students. Attendees will be guided through a sequence of musical experiences designed around the popular Disney film "Moana" including beat exploration, echo singing, movement for form and expression, composers, and pitch exploration.


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Music learning, prosocial behaviors, and executive functioning in young children

Beatriz Ilari, Tina Huynh, Susan Helfter
Track

Engagement in synchronous forms of musical play may enhance prosocial behaviors young children. Given the collective and play-based nature of early childhood music programs, it is possible that prolonged participation may bolster prosociality in young children. We conducted two studies with children aged 3-5. In study 1, we examined helping and sharing in children (N=36), who had been attending an early childhood music program for varied periods of time (range = 1 to 52 months). Children were invited to play a prosocial game, based on a narrative of three animals.


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Examination of infant music behaviors during acculturation using functional-near infrared spectroscopy (fNIRs)

Elisabeth Etopio, Amanda Seccia, Richard Lamb
Track

Infants attend to and differentiate various elements of music (Folland, Butler, Smith & Trainor, 2012; Gerry, Faux, & Trainor, 2010; Hannon & Trehub, 2005; He & Trainor, 2009; Trainor, Lee, Bosnyak, 2011). Practitioners and researchers have observed and documented children’s music and movement responses focusing on behavioral outcomes as latent measures of cognition (Gordon, 2013; Hicks, 1993; Reynolds, 1995). Hemodynamic responses can also be measured as a proxy for cognitive demand and attention as children cognize musical stimuli (Gefen, Ayaz, Onaral, 2014).


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Playing with Creativity

Dr. Cyndi Burnett
Keynote Speaker

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Music education for babies in Brazil: proposals for planning and playing during music classes.

Vivian Agnolo Madalozzo
Track

This workshop is about the way we have been planning creative music activities for babies on early childhood music education courses in Curitiba, Brazil. By a variety of music practices, we will discuss the ways we engage babies, parents and caregivers to participate in classes, with different repertoire from traditional brazilian songs and actual music groups that produce music for young children in the country.


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Parents' Observations of their Young Child's Music Behaviors

Julia Beck
Track

With the intent of understanding perceptions of early childhood music development, the purpose of this research is to examine parents’ observations of their young children’s music behaviors. The study is guided by the following research question: How do knowledge of Children’s Music Behavior Inventory (CMBI) (Valerio & Reynolds, 2015) and viewing informal music class video recordings influence parents’ perceptions and understanding of their three-year-old children’s music behaviors and development during a two-month period?


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Culturally Sustaining Pedagogies and Early Childhood Music

Karen Salvador
Track

In the United States, White students no longer constitute a majority of the early childhood population, and nearly 1 in 4 children under the age of 8 has an immigrant parent. These changing demographics invite re-examination of the purposes and methods of education. Paris and Alim (2017) proposed educators must "perpetuate and foster-sustain-linguistic, literate, and cultural pluralism as a part of schooling." Music, as an integral part of culture, is a critical element in this process.


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Bringing out the joy that music cultivates in a child’s life while experiencing play-based music-making

Jade Ferneza
Track

My presentation is important to early childhood music because it focuses on bringing out the joy that music cultivates in a child’s life while experiencing play-based music-making. Eisenreich employs numerous early childhood music methods and techniques in her classes, the most influential being Dalcroze. The students experience Dalcroze Eurhythmics through their natural movement with a heavy emphasis on creativity and improvisation. My presentation will focus on pulling elements from numerous methods to provide the most enjoyable, educational, and child-focused music activities.


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Managing Movement in the Early Childhood Music Classroom

Holley Haynes
Track

Does the idea of moving in the music classroom makes your palms sweaty? Are you limiting movement in your classroom out of fear of losing control of your students? Movement is an essential component of the early childhood music classroom, but moving children in the classroom in a safe way is not easy. In this presentation your will learn and brainstorm with other music educators on how to bring meaningful movement into your music classroom without chaos and disruption.


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Playing Up Picture Books: A Multidisciplinary Approach

Ruthie Miltenberger, Nicole Cromartie, Olivia Aston Bosworth
Track

This session will be a playful, process-based exploration of engaging early learners in learning through the arts with picture book art as the catalyst. Session participants will experience focused strategies from the worlds of theater, visual art, creative movement, and music that can be employed to enrich learning around popular picture book authors and illustrators in a variety of creative contexts. The presenters will demonstrate successful tactics from each art form that can be directly applied in any early childhood environment.


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One Song: Many Possibilities

Lavina Chong
Track

What is creativity? Are we creative? Creativity simply means having many solutions to a problem. This introductory workshop session aims to showcase a creative approach to Music and Movement in the Early Childhood classroom. This workshop utilizes an exploratory methodology that engages children and helps them experience the entire music process through just one song. Songs/ Chants/ Rhymes will be 's-t-r-e-t-c-h-e-d' to allow children to internalize the musical concepts and make learning fun and meaningful at the same time.


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Perspectives on the Purposes of Early Childhood Music Class: A Parent-Teacher Comparison

Sarah Hodgman
Track

Studies across many disciplines have emphasized the importance of quality early childhood education (e.g. Schweinhart, Berrueta-Clement, Barnett, Epstein, & Weikart, 1985), including that of early childhood music education (e.g. Runfola, Etopio, Hamlen, & Rozendal, 2012). Another collection of research has shown the positive impacts of parental involvement on children’s educational attainment and achievement (e.g. Fan & Chen, 2001).


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Playing with Laban

Alexia Buono
Track

Laban Movement Analysis (LMA) is a system for analyzing movement created by Rudolf Laban. LMA, as practiced in the US, delineates four categories of human movement: Body, Effort, Shape, and Space (BESS). In this workshop, participants will explore BESS through play-based movement activities while also connecting their external movement experiences with their internal sensations. Participants will move as individuals and in groups, with opportunities to be audience to and performers of the embodied BESS activities.


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Music listening-foundational for expression, music development, and socio-musical interactions-begins before birth.

Jill Reese, Caitlyn Derrick, Sarah Hamilton
Track

Music listening-foundational for expression, music development, and socio-musical interactions-begins before birth. Children are sensitive to their listening environments and demonstrate openness that diminishes with age. Meaningful listening experiences include interactive concerts that include musical interactions among and between children and adults. We will share video from and describe concerts we developed to engage young children and adults in interactive listening.


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Active Brazilian music listening in early childhood music education: playing and discussing how listening has turned into the most exciting part of the classes for kids.

Tiago Madalozzo
Track

This workshop is pure samba, bossa nova, chorinho, cacuria, coco: we will discuss how authors like Delalande, Swanwick, and most of all Jos Wuytack, have influenced practices with children in Brazil, turning listening proposals the more exciting activities of our classes, according to the kids. The repertoire aims to explore the variety of Brazil's music culture, as participants will engage in practices with movement, body percussion, verbal expression and graphics.


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Bridging the Total Development of Special Needs Children with Early Childhood Music and Movement Education

Michelle Lee Pui San
Track

I will be presenting on how early childhood music and movement education bridges the total development of special needs children through real-life experiences, based on individuals whom I have been teaching for the past 7 years until present.


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Healthy Snacks for your Musical Mind

James DesJardins
Track

Participants will engage their musicianship as they dive into a steady stream of imaginative musical experiences. Participants will travel through a variety of musical contexts, immersed in a aurally and kinesthetical. This session is designed to build the musicianship of participants while also offering original songs and chants appropriate for the early childhood music classroom.


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Personal Development, Transformative Practice, and Strengthened Community through Teacher Research

Diana Dansereau, Members of the NAfME ECM SRIG ,
Track

Reflective practitioners engage in continuous information gathering in order to make decisions about pedagogy and curriculum. This process can be very informal in nature or more systematic, as when we intentionally collect data to determine the efficacy of an approach. The purpose of this session is to explore the ways that teachers engage in planned research aimed at understanding experiences and deepening practice.


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Examining Music Teachers' Rating of Musical Vignettes

H. Ellie Falter
Track

To support young children in their music making and development, adults should demonstrate they value children’s musical “utterances” (Berger & Cooper, 2009). But to do so, adults must first recognize a behavior as musical. Researchers can examine adult’s ability to identify musical behaviors (e.g., Reese, 2013), yet a teacher’s recognition of a behavior as musical may not only be based on the musical nature of the behavior but by its social context (Author, 2016).


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Supporting and Extending Young Children's Creativity Through Folk Songs and Stories

Heather Waters, Angelique Rivera, Adam Reinkraut, Samantha McEvoy, Marissa Maynard, Christopher Quintana
Track

In this interactive workshop, we'll collaborate and engage in playful activities that encourage young children's musical and kinesthetic creativity. Using folk songs and stories as provocations to spark young children's music and movement expression, we'll explore strategies for fostering, developing, extending, and supporting young children's creativity. Come collaborate with us as we share practical resources for facilitating young children's creativity using folk songs and stories in engaging, open-ended ways.


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Family Sing-Along with Noise Lab

Leslie Hart & David Hart
Track

Noise Lab Description: Noise Lab is a community dedicated to creativity in music learning providing families tools to optimize music making through workshops and concerts in the San Francisco Bay Area. We inspire the next generation (and their families) to participate in lifelong music making. Learn more at <a href="http://www.noiselabmusic.org">www.noiselabmusic.org</a>


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Do You Hear What I Hear? How to Listen and React To Purposeful Responses

Kimberly Kane
Track

Young children frequently make purposeful responses during musical play when given the space to do so. Come watch as these tiny musicians and their caregivers engage in music class and see how the clinician uses purposes responses to guide the session.


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Selecting Effective and Engaging Techniques to Teach Songs Aurally in Early Childhood

Mara Culp
Track

"Rote" and "Immersion" are two methods for teaching songs aurally and many techniques exist. To develop singing and aural skills, music providers can employ engaging techniques to assist in song acquisition as children learn songs in a variety of modes and meters. These techniques often include elements of play and engage the visual and kinesthetic modalities. Considering song characteristics and child development can help music providers select appropriate methods and techniques to teach particular songs.


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