Arts Ed NJ, the unified voice for arts education in New Jersey, has launched The Center for Arts Education and Social Emotional Learning, a national institution dedicated to illuminating the intersection between arts education and social emotional learning (SEL) to facilitate the application of SEL-informed arts education.
View proven Lesson Plans and Teaching Tips for Band, Chorus, Elementary/General Music and Orchestra sections. Discover new ideas to add to your repertoire or submit your own to share with fellow teachers.
Introductory Video of the Airtable Workspace by Ruth Petersen
Performing Arts Aerosol Study
Begins to Find Hope for
Future Music Activities Amid Coronavirus Pandemic
In May, the NFHS, CBDNA and a coalition of over 125 performing arts organizations commissioned a study on aerosol rates produced by activities in music, speech, debate and theatre. Over the last month, researchers at the University of Colorado-Boulder and the University of Maryland have been hard at work gathering preliminary results. NCMEA is a financial contributor to this study.
Disclaimer: All information provided through the study is to be used strictly for general consideration. This information will be updated when it becomes available.
- Third release of the preliminary results of the Aerosol Study updated April 13
- Aerosol Study FAQ’s
- The University of Colorado Boulder has developed a Risk Assessment Tool which can be applied to practice/rehearsal rooms, or any other space. Data needed for this tool:
- Room volume (length x width x height)
- HVAC outside air turnover rate, expressed by air “changes per hour” or “liters per second.”
- Add additional HEPA air purifier units to reach higher “changes per hour” or “liters per second.”
- Additional NFHS Performing Arts COVID-19 Resources
The North Carolina Arts Education Leadership Coalition (AELC) shares the following recommendations for indispensable arts programs as school reopens in August 2020. (Updated October 2020)
Op Ed on why performing arts should be back in school.
Tons of useful information to share with teachers, administrators and students
A summary of best privacy and security practices in connection with hosting virtual events involving student attendees.
Learn what the TEACH Act permits and discover what works are allowed to be used for digital transmission during distance learning.
Familiarize yourself with various examples of different performance scenarios and the licenses required for each.
NAfME is pleased to present new guidance for teaching early childhood music during the pandemic. The resources are now posted at https://nafme.org/my-classroom/guidance-for-teaching-early-childhood-and-general-music-in-the-time-of-covid-19/ … and direct links are listed below:
- Teaching Early Childhood Music in the Time of COVID-19: Addendum to the Early Childhood Music Position Statement
- Teaching Early Childhood Music in the Time of COVID-19: Implementing Guidance and Suggestions for Birth-3rd Grade
- Context-Specific Guidance Overview
NCBA does not have all the answers and has no way of knowing exactly what the future holds. The guidelines and suggestions given in this document are simply best practices and ideas to consider when offering face-to-face instruction during the 2020-2021 school year. While it may be challenging for a while longer, finding a way to provide music education for all students is more important than ever. We’re confident we’ll get through this and be stronger on the other side.
The American String Teachers Association convened the ASTA COVID-19 Task Force on May 21, 2020, to create planning guides for string teachers as they prepare to resume string instruction in classrooms and studios in the fall.
ASTA is providing suggestions for classroom teachers, ensemble directors and studio teachers as they navigate various instructional situations during the COVID-19 pandemic.
High School Band Director’s National Association
Official Recommendation for the
Maintenance and Continuation of Band Education
In Our Nation’s Schools During COVID-19
It’s a Blueprint for Viable Instrumental Music Instruction for Teachers, Directors, Administrators and School Systems.
Updated August 21, 2020
This document provides practical guidance for PreK-12 schools as administrators and music educators seek to provide meaningful music instruction for students of all ages and grade levels during the COVID-19 pandemic.
In an effort to provide Arts educators with support during statewide closure of K-12 public schools, the NCDPI Arts Ed Team has organized ideas and resources for remote Arts instruction. Please note that these are not lessons, but they are ideas to springboard plans for instruction.
The next few months are going to be critical for our profession. Our collective response to this ever-changing narrative may have a long-lasting impact on how we do what we do once we “get back to normal.” While many of our members also coach chamber music, teach classroom and/or applied conducting, and teach other courses, this committee was charged only with addressing large ensemble instruction. We acknowledge that there will be omissions. Therefore, this will be a living document that will be updated and amended as needed.
Instructional Design Principles for Remote Teaching & Learning
Recommendations for Instructional Leaders
In April, the North Carolina Department of Public Instruction (NCDPI), in partnership with the Friday Institute at North Carolina State University, released Instructional Design Principles for Remote Teaching & Learning for teacher use, and Recommendations for Instructional Leaders to tackle the new world of remote learning.
These documents are designed to provide guidance for student learning across North Carolina when state, national or international crises impede students from learning in their regular school setting.