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WMTA LEADERSHIP CONFERENCE

June 7, 2003

Results of Brain-Writing Small Group Discussions

Present: Bonnie Bouwer (VP Membership), June Brus (Student Activities), Barbara Bunge (Immediate Past President), Christy Erickson (Badger Instrumental/Vocal Chair), Christine Groth (MTNA Foundation), Bellamy Hamilton (Capital Area MTA President), Gail Heywood (President-elect), Roberta Hilgendorf (Oshkosh Area KTA President), Jessica Johnson (Local Associations Chair), Marilyn Justus (District Auditions Chair), Louise Mann (Badger Keyboard Chair), Janet McCauley (Shawano district sub), Sandra Merkley (Eau Claire District Chair), Cynthia Penker (Marshfield Area MTA President), Annette Rasmussen (Stevens Pointa Area VP), Molly Roseman (Badger Collegiate Chair), Sandra Ryan (Waukesha District Chair), Jane Scheef (Treasurer), Tim Schorr (Arts, Awarenes & Advocacy), Rita Schuman (LaCrosse District Chair), Carmen Shaw (Oshkosh District Chair), Laura Swenson (President), Lillian Tan (VP Conventions), Mary Thomas (Stevens Point District sub), Brenda Tiefel (West Bend District Chair), Virginia Tubbs (Theory Chair), Jane Voigt (Michibago MTA President), Catherine Walby (Appleton District Chair/Recording Secretary), Shannon Whaples (Wausau District Co-Chair).

Absent: Ann Applegate (MTNA Junior High Performance), Juanita Becker (MTNA Certification), Myung Chung (WMTA College Faculty Rep), Cynthia Duszynski (Video Library), Kari Engleson (Technology Chair), Judy Heise (Award of Excellence), Christine Johansen (MTNA Collegiate Artist), Judy Mitchell (WMTA Young Artist) Heidi Steeno (MTNA Student Composition Chair), Mary Tollefson (Newsletter Editor), Karen Warmuth (Archivist), Ann Wheeler (Membership/Corresponding Secretary).

No reps were sent for the following: Fox Valley KTA President; Kenosha District Chair; Kenosha MTA President; Madison District Chair; Milwaukee District Chair; Platteville District Chair; River Falls District Chair; South Central MTA President; Superior MTA President; Superior District Chair; St. Croix Valley MTA President; Whitewater District Chair.

No membership/mentoring chairs attended from any state local associations.

 1. How can you the leadership publicize and promote to the membership the MTNA programs for the "everyday" student: MTNA Study Award, MTNA Studio Festival, and MTNA Achievement Award?
Involve local associations: present at meetings, have testimonials, provide a traveling "goody" box so members can see material
Refer members to sources of info
Invite teachers to an information luncheon
Publicize the offerings
Include cross-references on state website and includes in state and studio newsletters
Have state officers visit LA and present
Use district chair as a liaison
Display awards at competitions and organization events
Explain that this is a reward for the total experience/work they do as a student
Encourage teachers to inform local school music teachers/local papers of the accomplishments
Just start doing it then tell others about it
Have a broader basis of people who are trained to use the program explain it to others
Make a logo to use on pins, pens, notepaper, etc.
Make sure members know what it is
Give interested students the information

2. Write out a suggestion from your studio teaching that might be helpful to others as the WMTA "Tip of the Week" on the website.
Student of the month presented to those students who display a great deal of enthusiasm
Promote small "rep" classes on a regular basis: develops camaraderie among students, good for performance building, great learning atmosphere if handled like interactive mini-masterclass
Every lesson ask a student to play something without stopping that they have never heard before
Include student suggestions for homework and practice schedule and assignments
I use little "quotes" as reminders: ex. precision, not speed
Remember to stop talking and start listening
Laugh with your student
Use music $ as incentives for practice, performance, behavior, etc.-the students can relate to the $ value and concept to purchase their prizes
Be sure to perform an entire piece-well-every once in a while
Use group lessons to work on theory, learn music history, etc.
Have students keep practice records; practice times are agreed on at the beginning of the year using practice charts for age and length of study; students that have perfect practice for the year get a trophy at the spring recital
Whenever a difficult student is going to come, take time to change your attitude from dread to hope, acceptance and expectation. You may get a wonderful lesson from that student!
Change the order of the lesson around or ask the student how they would like to begin the lesson; ask the student what they most/least enjoyed about practice the past week
Use a swap list to accommodate schedule conflicts
Present a new composer each month on a bulletin board or studio door
Have student create a "time-line" of a piece from beginning to polished performance; include short/long term goals; share time-line and performance with group
Use a keyboard with Midi accompaniments for students waiting for parents or their lesson
For students who need "one more week" on a song but want to "pass it" today, pass them but plan to record the song the following week-allowing them time to polish the music (each student provides a tape to keep in the studio for use during the year)
Give a speeding ticket if they play too fast
Use "Introduction to Music" by Mary Gae George as the basis for piano camp (1 week, 2 hours/day)
Specially for younger students: when asking them to repeat over and over to correct difficult spots, use a cry face or smiling face to indicate results
Bulletin board: students in the news
Use stuffed animals to show low and high for young students
Encourage taping duets at lessons so rest of the family can hear
Tape each student’s recital/contest pieces; add to the same tape year by year and then they have a record of progress
Make listening a weekly part of the lesson
Charge student for wrong accidentals
Use a piano camp format for beginning students: helps with introducing basic concepts and moves them quickly plus it’s fun

3. Write out a question that you would like to see addressed in the column "Polyphony" in the American Music Teacher.
How do I get parents to see the necessity of consistent practice and attendance?
How do I wean middle-level students from parental supervision?
How do I relate and communicate at the students’ level and interest?
How does the private music teacher keep up with the rapidly changing technologies available to assist with teaching?
How to motivate the un-motivated student and is it worth the effort?
How do you educate the "traditional", privately taught, piano-playing parent about the value of group lessons?
Educare-the idea of drawing out of a student what is already within him rather than imposing from without.
How to address students’ wanting to play more difficult music than they are ready for.
How to create summer camps to supplement teacher income and stimulate student.
How do you recognize/address mild hand problems?
What websites are good music education sites for each age?
How do music teachers change in approach and attitude over time? Are there common stages that teachers go through as their teaching career progresses through the years?
How do I tell a student he/she didn’t do well in an audition and how do I make sure that it is still a positive learning experience?
10 steps to make my practice efficient, accurate and "easy" to retain for good progress.
How do we help students with time management so that they find time to practice?
How does one promote more listening to classical music?
How do I keep the student that has a tremendous gift for playing by ear interested in learning to read music?

4. As MTNA leaders, what do you believe are the most important musical goals for students who will never be concert artists and music majors or minors?
To have a skill and ability they can use and keep
To meet other students and share their abilities, play collaboratively
To be able to look at music and problem solve on their own
To enjoy their talents and skills which they can carry with them for a lifetime
To appreciate other people’s gifts
The ability to continue making music, pass it on to their children and continue the circle
They need to be able to teach themselves
To use music as a source of relaxation and stress relief for selves and others
To learn how to enjoy music they may someday want to play
To understand music as an appreciative and educated audience member
To be able to read music and listen sensitively
Appreciate music and understand value of the arts in a society that increasingly devalues the arts
To feel they always have a piece they can play from memory for their own physical and spiritual enjoyment
Well-rounded musical knowledge and self-confidence
Mode of self-expression
Joy in goals reached: a gift forever—not many activities can say that
To develop habits of consistent, thoughtful and analytical practice—learning process
To persevere, have discipline, patience, and responsibility
Be aware of active amateur associations for performers, part of local music scene

What other opportunities for these students might MTNA provide?

Provide non-competitive playing opportunities

Make students aware of how music plays a role in their lives beyond lessons

5. How can you the leadership encourage potential members to join WMTA and become active, productive members?

Use mentors to work with new members, involve them, and partner jobs with them

Show that WMTA is a source of networking, education and ongoing friendship
Talk WMTA up enthusiastically, invite potential members, use brochures
Meet with potential members in their own studio or home
Talk about the benefits of student opportunities and peer support of other teachers
Highlight that membership adds a degree of professionalism to their teaching
Tell them why you are a member
By becoming acquainted with other professionals, teachers have the opportunity to experience the support necessary to continue refining and improving our professional skills
Encourage the unity of purpose and sharing of ideas
Make sure personal contact is involved
Remain sensitive to what it’s like to be new at something and remember that younger folks have to experience it all; be sure seasoned members stay active too
Directly involve new members in a small first job the continue to draw them in—a member who feels valued will stay
Be friendly and welcoming, have personal interest
Invite potential members to observe your teaching, student recitals, show them the synergy that results from collaborative energies
Explain the importance of having your own teaching skills reviewed through the student auditions, as well as student growth
Michibago has recently done a mailing to all music teachers in the area we cover. We’ve added a performance opportunity schedule with different kinds of performances every other month. We’re hoping this will encourage teachers to join us.
Invite college piano/pedagogy majors to meetings
Local associations should maintain/plan interesting and regular meetings

6. How can the leadership promote Certification as a positive career goal for teachers?

Promote to the public that there is a body of accreditation and promote excellence of teaching
Have certified teachers give testimonials via meetings and newsletters
Make certification user friendly by having a member of local group serve as a resource person for those who are curious; have a mentor
Reduce membership fees for certified teachers
Be sure members understand value of program and believe in it; help for professional growth
Provide classes with a structure to help the independent teacher prepare to become certified
Press releases for newly certified teachers
Be sure members understand how to go about becoming certified
Stop constantly changing the requirements
Use NCTM title regularly
Become certified ourselves
It allows you to set yourself apart from teachers who are not committed to ongoing education, so you can charge more and be more selective in your students
Award for LA who achieves the most certifications
Convince one that this is necessary-not just complimentary to show with our names. We have enough students, waiting lists and state license – why go through this extensive, expensive certification.

7. How can WMTA promote the use of technology to the membership?
Have workshops at studios and music stores with hands-on experience and demos
Provide a software library for members
Present information in the newsletter, website and other organization communications
Identify a resource person in each local association
Provide a technology grant for tech software
Panel discussions, demos, studio tours for/at local meetings and conventions-use members as the experts to demo how to use tech for lessons and in the studio
Review new software
Introduce in a non-intimidating way and teach the language of technology
Use mentors and team up teachers-pair an experienced with non-experienced teacher and have the team learn how to use one new program then demo to a group
Explain the benefits and how to incorporate into teaching methods without a drastic change in venue
Use more tech in the audition process and less paper
Help those who ask for it-we learn by doing
Provide very specific instruction on how to use software
Produce a video or seminar on how to use materials
Create an easy, online program for theory used in auditions to be available for students/teachers

8. How can the WMTA/MTNA competitions be streamlined to reduce costs and volunteer time at all levels?
Send fewer students to Badger
Raise the standards of performance to make them more competitive
Modify entry requirements (repertoire)
Increase communication so that "doubling" doesn’t happen
Eliminate competitions entirely and place more focus on group performances, perhaps in the form of"honors" type concert or project-emphasize collaboration
Communication among district chairs needs to be better and chairs need to attend meetings intended for them-perhaps provide laptops
Include parents in the volunteer pool
All members should be part of a local association in order to have students participate in district auditions
Local chairs should delegate to competent fellow members
Keep prototypes of materials so that one just updates forms rather than recreates them
Use more tech and keep better track of students
Use more co-chairs
Create comprehensive "to do" lists for chairs
Train the next chair the year before they are in charge so the transition is smooth
Ask local college students to volunteer-will benefit them, as they will eventually be involved in the process
Make the website audition entry forms correspond with paper entries so that they are easy to sort when printed out-difference can be disorienting
Make sure info in the newsletters is right the first time (dates, deadlines, etc)
Use local colleges as much as possible for the audition day
Use volunteers more effectively at auditions
I don’t know how other areas work but we have "streamlined" as much as possible-get Yvonne Renner to help you

9. Beginning in 2003, MTNA will have a Collaborative Performance Forum. As MTNA leaders, what do you envision for this area?
Promote collaboration as an integral component to the training of every musician
Cheerleading for whole curricular area if training our students to play ensemble from the beginning
Provide reviews of good materials
A medium to draw into membership more teachers who are instrumentalists
The possibility of understanding the value of group lessons for all students including those who study piano
For accompanying-promoting a healthy understanding of how to work together as collaboration rather than servitude
The word collaborative itself says a lot-we need to continually realize how much we all help and learn from each other
Live demo of coaching students of all ages-learn how to coach
Master class showing different teaching techniques and/or having teachers come together and perform duets or other piano ensembles
OAKTA has started a performance group outside of meeting times once a month for the teachers
More opportunities for students to perform
Perhaps "Monster Concert" chapters invite small chapters to join them
Chamber music competitions at the high school level in addition to college level
What is this program?—many of us don’t really know anything about it so MTNA might need to provide a bit more info on the program

10. How has your leadership position within WMTA changed your perspective about MTNA?

I see how it enhances everyone’s lives
That every person does count and needs to do his/her share
We are a valuable organization that has much to offer
The music world is a small world-we are connected coast to coast
It has not
Value of supporting other professionals and our art form
MTNA needs to open up communication lines and be more open to the ideas of lowly members
It has helped me feel like a more integral part of the organization by providing opportunities to become involved in the decision-making process
I’ve learned about the resources and possibilities available-so much info is lost at the local level
It has helped me become acquainted with a network of other professionals
MTNA is continually seeking new ways to effectively reach out to all members in all areas of MTNA
I am more aware of the effort that goes into exams and auditions
I’ve learned more and more about how things work in the organization
We are all connected-we can all be leaders in different ways
I’ve experienced a very real, strong connection and sense of common purpose of lots of other teachers-it is extremely supportive
Now I actually know what’s going on-meeting the faces behind the names makes the group more personal
Much more aware of opportunities and universal kinship/bond outside of local community
It made me realize how much I have to learn about all the WMTA has to offer
Made the distance between the two smaller but still not feeling a closeness like I do with the state
Awareness of how many individuals volunteer and devote time and energy at the foundational level (local)
Has underscored the importance of maintaining professional standards-and encouraging college students to become involved
I value my position within the whole network-we all pitch in to make the whole organization run
It has been fun to get to know actual people and not just names in a book
Learned more about what WMTA actually means-team, development, goals
I wasn’t aware they were such an active advocacy group-also appreciate the stress on professionalism

11. Community Outreach and Education has had a name change to Arts Awareness and Advocacy. How can you the leadership promote the importance of arts awareness and involvement to the membership and to parents and the community?
Column in newsletter addressing arts and education issues
Speak at meetings of other local associations-advertise with brochures
Monster concerts, other public performances
Parents night
Collaborating with area PTOs
Have local associations and the students of the teachers promote and work on a charitable function
Promote local fine arts events in the association and to our students
Encourage teachers to publicize more of what they do and share it with others
Article in newspapers re: recitals, etc-invite the community/other teachers to attend
Perform at local sporting events
Studio teachers could be more involved with the schools and coordinate topics and inter-related learning-for example, if the student is learning about Indians in school, he could learn and perform an "Indian" piece
Local organization put an ad in the newspaper talking about the benefits of music study and list member teacher or the person in charge of referrals
Have a studio newsletter with educational articles
Have students play at community events-have a sign by the student saying "student of WMTA"
Contact with local music teachers
Become very involved in other arts organizations and have students know how what you do is used in other areas-partner with other organizations
Make student families aware of opportunities on a regular basis and encourage them to attend
Have your students perform "Christmas in Mall", "Little Farmer" if you use an award program in your studio-give point towards awards
Field trips to concerts
A fun opportunity for students to display their talents-in LaCrosse we have a "Halloween Showcase"-students play a piece at our local mall while in costume-last year a TV crew even came
We passed out trifolds on the Mozart effect to parents-OAKTA had a speaker from the public school who developed piano labs in kindergarten classes
Highlight individual students
News articles in school papers
Appoint a publicity person in each local group whose job is to promote the organization

12. In what ways can the leadership further develop the communication and cooperation between the college faculty teacher and the independent music teacher?
Possibly a small "master class" to get ideas out and moving
IMT to have faculty member come (or college students) do a small presentation, talk, lecture-recital
Have pedagogy students observe and practice teach at a local studio
Encourage college faculty to be members and on committees of local chapters-use their knowledge for workshops and discussion groups
Continue to encourage and facilitate the involvement of college faculty members in piano teacher groups
Have college faculty present a program on how to get into college for music-what the process and preparation involves
Be sure there are sessions that appeal to college faculty at the local and state level-then faculty will come and networking can occur
Encourage students and local teachers to attend faculty recitals-communicate with the faculty to find out activities that could be done together
College faculty-often overworked as are many IMTs-I email them occasional questions and use them as resource people, but sparingly
Ask a college faculty person to sponsor a masterclass or presentation for local group-attend a faculty piano lesson with one of your gifted students-ask is high school students can audit a class-it’s really about the students-most faculty will make time to interact with younger students when asked
Have panel discussion about what is different and similar between the two with teachers from each camp represented
Have faculty give presentation at their school for exposure/recruiting
Invite pedagogy and piano students from the colleges (through their teachers) to attend meetings and meet the local teachers-the students may want to perform a piece they are preparing for a recital for a local private teacher’s class of students
Make that, whatever the interaction, it is beneficial for both the college faculty member and the independent music teacher

13. In what ways can the leadership encourage and foster relationships between local associations and collegiate chapters?
Mentoring students, more collaboration
Help make the initial interaction
Have a joint activity: meeting, piano day, anything
Get student members involved in district auditions
Have pedagogy students observe and practice teach at a local studio
Invite an independent teacher to speak to a pedagogy class
Offer programs that interest both
Provide communication resources to collegiate instructors with info about meeting dates and special programs
Have a special program explaining different career options to the students
Invite the college students to perform for studios/meetings
Invite older/more experience college students to help present a masterclass or workshop at a local meeting-perhaps even pair with one of the members
Hold joint meeting to share ideas/experiences as to why choose music and what influenced them the most from music study in formative years
If there is no organization in the school, encourage students to be part of the local organization
Have the topics at the local association meetings timely for the collegiate chapters especially those students studying in pedagogy classes
Post meeting dates on university bulletin boards-talk to the head of the department

14. In what ways do you envision WMTA helping the Independent Music Teachers with the establishment and running of their businesses?
Create a new-business grant for the creation of studios
Make members aware of already-existing materials available for establishing studios-promote this to college students and young teachers who are new as well as more established teachers
Make more technology programs available
AMT provides the help for those who seek it-many independents don’t want help, so open these doors
Pursuing new avenues of business structures for the IMT to promote a viable lifestyle
Continuing the surveys of teacher’s fee structures in different areas of the state-also budgeting and business planning ideas
How to create budget of income and expense to make the profit you need
By providing support and opportunities for professional development
Provide examples of bookkeeping methods and computer programs
Referrals are a great help
Provide ongoing workshops
Continue to provide booklets, guides to new teachers-encourage teachers to participate as volunteers at auditions
Provide a video or a list of good presenters on issues such as taxes, deductions etc
Insurance being available for self-employed
Listing of teachers available on the web (help with relocation, finding teachers, etc)
List of quality piano tuners
Having a way for teachers to share ideas on studio policies

15. How can you the leadership promote the use of the web site as an informational and communication tool to the membership?
Put the web address on all publicity and informational materials
Take a "tour" of the site at a local association meeting
Use the website often and tell other members how you benefit from it
Create an online support/informational group that teachers could joint
Help those without computers obtain and learn how to use them
Keep things current and encourage members to use it
Make it easy to navigate
Add interesting links to the website
Remind members at local meetings that it exists
Include it in newsletters to your students and parents
Check it often and share new info with other teachers not involved in organization
Create a local website including local info
Make a brochure available about the website

16. As professionals in the field of music, how can you the leadership help in advancing music teaching as a career?
Start a mentoring program with high school and college musicians interested in teaching
Be an example as a happy teacher
Having a "social" for college music students introducing them to programs, services available
Helping illustrate that this can be a viable career
Promote Winborne-Wallace model for determining "living wage" for music teachers-especially try to influence those teachers whose rates are in effect subsidized by a spouse’s income or institutional salary
Raise the bar on quality standards for teaching
Help people see it as a profession, not a side job to make a little money
Project professionalism in my own studio-seek out new ways of studio management in a store front setting-proving this as a viable option to the home setting
Offer more money to the new teacher to set up their home or store-front studio
Put together more public performances and programs to generate enthusiasm and desire to play music
By charging a tuition rate that allows one to live and by educating our customers on the benefits and value they may receive
Stay professional in your dealings with customers as well as others in the field
Promote regularly raising your rates
Stay in touch with student teachers that may be considering the profession
Serve as a mentor to new local teachers who need guidance-provide job shadow opportunities
Invite potential teachers to sit in on lessons and bring them to local meeting-encourage them to volunteer at local auditions
Encourage students to start teaching as soon as they can-serve as a mentor
Teach students to really love and appreciate music and then when they are really into start letting them tutor other students
It is important that future professionals observe a thriving, independent studio. They can witness how an artistic teacher keeps growing musically, manages finances, structures their studio, develops policies, etc. Offer to visit a pedagogy class! Your experiences and ideas are invaluable to a novice teacher. The idea of mentoring arises again!
Take your 11th graders to college visits, usually in October-to see all the areas available to use a music degree
Focus on advancing high school students-give them or show them what they could be doing in the "real world"-playing for church, accompanying at school, teaching a neighbor child for a few weeks just for fun
Attend college career days to show interested students the many different professions in music field
More awards or recognition of teachers-give more educational opportunities, seminars, materials
More career days showing teaching publicly and privately is not the only opportunity-offer a statewide session at each Badger or district auditions site-session runs every 15 minutes

17. Write some slogans for WMTA.
Creating the music for the future
Wisconsin means music
Wisconsin Music Tells it All
Music for Life!
Developing quality teachers to produce for quality musician students
Innovative teachers producing quality musicians
Invest in your future
Women and Men Teaching Artistry
Where Music Time is Accented
WMTA-a noteworthy organization
WMTA-we love to play
We Make Teaching an Artform
Making music a noteable experience
Make time to play!
Making music develops life skills
Seek for the beautiful solution
With Music, Touch Another
We need a mission statement first then we can create a slogan from that

18. Suggestions of people for local and state positions.

Information given to Laura Swenson so not included here

19. What do you tell a prospective member on what WMTA means to you?
Ways to help you become a better teacher-networki