Bauer- Classroom management for ensembles

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN:  200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

BlackBoard and Text Readings

Submitted by:  Emily Young

Submitted for: Mr. Marcus L. Neiman, lecturer

Date: September 29, 2011

Bauer, William I.  (2001).  Classroom management for ensembles.

Music Educators Journal, (May), Pages 27-32.

Teaching music is not quite the same as teaching other curricular classes.  However, music teachers can still use a lot of the same tips as other teachers. Teachers should make long term and short term goals. Time before class should be used wisely, such as setting up the room, talking to students. Punctuality is key; losing a few minutes of rehearsal time at the beginning of class can add up to a lot over the course of a year. It is important to keep the students engaged throughout the entire rehearsal. Teachers must develop a system of consequences and rewards for students behavior. 

Music classrooms can be especially hard to manage.  Band directors have to shout over 30 or more students all playing their instruments.  Music teachers can easily get unorganized and have to work to remember to stay on task.  Students in ensembles often get very close to their directors because they spend so much time together during rehearsals and performances. This close bond can lead to students thinking that they can do whatever they want in the classroom. Therefore, discipline is especially important.

A lot of the points made in this article were very good points.  Most people don’t think how much time they are really losing at the beginning of class. It is very hard to find a good level of authority as a teacher.  It could have saved so much time if my high school choir director was more organized and authoritative.  I liked the point Bauer made about separating curriculum and discipline. It’s not something I have ever really thought much of. 

Marzano- The Key to Classroom Management

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN:  200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

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BlackBoard and Text Readings

Submitted by:  Emily Young

Submitted for: Mr. Marcus L. Neiman, lecturer

Date: September 29, 20110

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Marzano, Robert J.; Marzano, Jana S.  (2003-2004).  The key to classroom management.

Educational Leadership, Pages 1-6.

            There are many things a teacher can do to create manageable classroom.  Managing a classroom is not an easy task; in this article Robert and Jana Marzano have provided several different strategies for achieving classroom management.  Teachers should maintain dominance with strong guidance and control.  Expectations and consequences should be made clear to the students.  Students should know they are behaving inappropriately through clear signals from the teacher that are persistent. Teachers should be aware of the different personality types of students and respond to them accordingly.  It is very important to maintain a good relationships with students.  These relationships can be established simply by greeting each student by name and finding time to have a short chat with the student from time to time.

New teachers often have trouble learning how to manage their classroom.  Teachers must find a balance of order while still creating a fun and comfortable learning environment.  Every teacher has a different method of controlling a classroom.  Each teacher should develop a set of rules and policies that the students will follow in their classroom.  It is very important for the students to know what is expected of them and what will happen if they fail to meet expectations.

            I have never liked being in a classroom where the teacher has no control over the students.  It does no good for a teacher to make classroom rules and not follow them.  The students are always watching and see every little thing the teacher does.  I have always enjoyed learning more from the teachers who have taken the time to actually get to know me and talk to me outside of class. I think that when the student feels a closer bond with the teacher, they will try harder to keep from disappointing that teacher.  I think this article displayed very good goals that every teacher should follow.



Thomson- What We Learn Along the Way

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN:  200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

BlackBoard and Text Readings

Submitted by:  Emily Young

Submitted for: Mr. Marcus L. Neiman, lecturer

Date: September 22, 2011 

Thomson, John.  (2010).  What we learn along the way.

The Instrumentalist, (April), Pages 26, 28, 29, 30,54, 55.

            In this Article, six different veteran music teachers offer their best piece of advice to new music teachers.  Some provide rehearsal techniques while others offer ways to help make the job a little easier.  Little things, like letting the janitorial staff and the secretary know they are important, can go a long way.  It is also important to keep good relationships with the students, parents, boosters, administration, and other music educators.  Teachers can provide each other with small tips and tricks that can help produce a much better overall sound.

            It is very easy for teachers to forget why they became a music teacher in the first place.  Teachers should never forget about how the student thinks and feels, and how the student will learn best.  Most teachers probably do not realize how big of an impact they have on their students.  By letting others take some of the load teachers can spend more time finding ways to help their students learn. Being a new teacher can be very challenging, but knowing the right tools and tricks can help save a lot of stress.

            I personally feel that there are a lot of grammatical errors in this article and it was very distracting.  I did, however, greatly enjoy the wise words from these experienced educators. I know I have heard a lot of this advice in my music teaching as a profession class.  It is always nice to hear from people who have been in your shoes and know what it’s like to be a new teacher.  One day, I hope I will be able to pass down my knowledge and experience to young college graduates, entering the exciting and hectic field of music education

Barton- Getting the Most out of Conventions

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN:  200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

BlackBoard and Text Readings

Submitted by:  Emily Young

Submitted for: Mr. Marcus L. Neiman, lecturer

Date: September 22, 2011 

Barton, Gary.  (2009).  Getting the most out of going to convention.

NBA Journal, (December), Pages 15-16.

            Music conventions are a great place for teachers to go and further their knowledge and skills.  However, teachers must take full advantage of these conventions in order to get the most out of them.  Gary Barton offers some advice to teachers on how to get the most out of these events.  Planning ahead is very important; look for a schedule of events and make yourself a schedule so that you know where you need to be and when. High school teachers should not write off middle school concerts and middle school teachers should not write off high school concerts.  It is important for teachers to be very well rounded.  Also, be sure to make it fun and enjoyable while you are there.

            I am very aware of the importance of attending conventions.  Even the best teachers will always have room for improvement.  These conventions benefit the students as well as the teachers.  By going to these conventions, teachers can meet other teachers, find new products to aid in teaching, and just enjoy listening to some music.  Throughout my 19 years I have definitely learned the importance of asking for help.  Having a network of other music teachers to share ideas and talk with can be a huge help.

            I am very happy to have to chance to read these articles and prepare myself for these conventions.  I hope to always strive to be the best teacher I can be for my students.  I definitely think the best way to learn is by doing.  I am looking forward to going to one of these conventions and applying all the little tips and tricks I have gained from other teachers. 

Adamson- The Business Side of OMEA

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN:  200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

BlackBoard and Text Readings

Submitted by:  Emily Young

Submitted for: Mr. Marcus L. Neiman, lecturer

Date: September 22, 2011

Adamson, David N.  (2006).  The business side of OMEA.

Trian, November/December,  Pages 63-65.

Every year, the Ohio Association for Music Educators (OMEA) holds a conference for all it’s members.  This conference is recognized nationally, especially for it’s exhibit hall full of hundreds of exhibit booths.  In this article, the business manager of OMEA discusses the importance of this exhibit hall.  These exhibitors come from all over to show their products to the members of OMEA.  They come to make money and are often very willing to negotiate prices.  Adamson notes, that visiting this hall and talking with the exhibitors is very important.  It is also important to keep notes and to talk with other music educators who have bought from exhibitors. It is quite beneficial for music teachers to attend these events and purchase supplies from the exhibit hall. 

The OMEA conference is a vast network of music teachers.  As an aspiring music teacher, knowing about and attending OMEA conferences could be very crucial to my career.  Even if I am not purchasing anything from the exhibit hall quite yet, it is good to know how these conferences work.  I am a collegiate member of OMEA and will be attending the 2012 conference in Columbus.  It is always important to think ahead and to know how to get the most out of the resources offered.

OMEA offers a ton of valuable resources to its’ members.  The state conference is just one example of everything OMEA does.  As a collegiate member, my main purpose is networking.  OMEA is comprised of tons of other music teachers who have experience and can help college level members in so many different ways. We must all work together to make music classrooms better. 

Campbell Chapter 3

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN:  200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

BlackBoard and Text Readings

Submitted by:  Emily Young

Submitted for: Mr. Marcus L. Neiman, lecturer

Date: September 22, 2011

Campbell, Patricia S.  (2008).  Music learning by ear and by eye.

Musician & Teacher, Pages 40-59.

Music is universal and spreads throughout all cultures.  The way music is taught and experienced can differ in each country.  In this chapter of Musician & Teacher, Cambell tells a little bit about how music is taught in other places and time periods.  Music can be learned in several different ways.  We can learn music by eye or by ear, and we can learn by watching or by doing. Sometimes we learn in formal settings and sometimes we can learn very informally.  Regardless of how the music is hear, learned, or played, it is a very big part of everyday life around the world. 

Educators of the world must acknowledge that each student will learn differently.  Music teachers, especially have to come up a lot of different ways to help their students understand.  Being knowledgeable of teaching methods in other cultures can be very useful.  Teachers can take methods from other cultures and apply them to their classes today.  Some schools can be very diverse; teachers can be very helpful in making foreign students feel more comfortable if they know more about the students’ background and past learning experiences.  

I think that it is very interesting to learn about how music is viewed around the world.  I would love to be able to travel to all of these places and observe their musical habits and rituals.  It’s nice to see how we differ from the rest of the world, but also how we are the same.  I,personally, did not start studying music until I was around sixteen years old, other places begin musical study when children are very young.  I feel that the present and future generations of Americans are beginning to lack a taste for art and music and we could learn a lot from the teachings of countries around the world. 

Eisner- Preparing for Today and Tomorrow

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN:  200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

BlackBoard and Text Readings

Submitted by:  Emily Young

Submitted for: Mr. Marcus L. Neiman, lecturer

Date: September 15, 2011

Eisner, Elliot W.  (2003-2004). Preparing for today and tomorrow.

Educational Leadership, (December/January), Pages 6,8,9,10.

In this article, Eisner discusses the challenges of motivating and preparing children through the public school system.  It’s difficult for children to see how important their education is to their future.  Schools should acknowledge that no two children are alike and they all require different methods of learning.  He suggests that students should be learning things like judgment, critical thinking, meaningful literacy, collaboration, and service. Eisner thinks changes need to be made in our schools today in order to prepare the students for a better tomorrow.

            As a future educator, I certainly need to be aware of the past and present state of the educational system in America.  I know that the school system will never quite satisfy everyone.  There have always been disagreements about how schools and classrooms should be run.  Our country has come a long way from teaching grammar and arithmetic in one room school houses in Massachusetts.  Today, teachers strive to challenge and inspire their students in an attempt to make them successful in their post-graduation lives.  Most teachers know this success depends on more than the information found in textbooks.

            I think Eisner makes several good points in this article.  I feel that too many schools rely too heavily on state test scores.  Looking back at my own grade school experience, I never fully understood the point in education and never quite took school as seriously as I should have.  I got up every morning to go sit at a desk and listen and take notes, so that I could be prepared for the next test.  I think that the skills that Eisner suggests would be quite beneficial to helping students see the value that is in a good education.

Kantorski- Characteristics of Excellent Teachers

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN:  200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

BlackBoard and Text Readings

Submitted by:  Emily Young

Submitted for: Mr. Marcus L. Neiman, lecturer

Date: September 15, 2011

Kantorski, Vincent J.  Some characteristics of excellent teachers. 

 Triad, Pages 40-43.

We have all had good and bad teachers, but what are the qualities that make a teacher excellent?  Dr. Vincent J. Kantorski’s article in Triad magazine shows that there are many different qualities that some of the best teachers possess.  These qualities include things such as eye contact, knowledge of their field, organization, enthusiasm, love of children, challenges students, and having a sense of humor.  Some of the smallest things can make a huge difference in the life of a child.  Being an excellent teacher doesn’t always come naturally, so teachers must practice these skills every single day.

            It is difficult to find a great teacher who possesses all of these qualities.  No two teachers are quite the same; all have different ideas and teaching styles.  It is the teacher who sets the atmosphere and mood for the entire classroom.  Excellent teachers most definitely make for excellent students.  I know that teachers can sometimes struggle with finding the right balance of teaching their students well, while also creating a healthy relationship with their students.  If the teacher is successful, the students will leave their class with more knowledge than they expected to have.

            In my opinion, enthusiasm is the most important quality in a good teacher and it is something I, personally, strive for every day.  You can’t expect your students to appreciate what you are doing if they don’t see that you appreciate it.  Teachers must remember that the students are watching them all the time and see every little thing that they do. I agree with all the other qualities Kantorski described as well.  Being an educator is a huge responsibility that should not be taken lightly. 

Leonard- Qualities

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN:  200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

BlackBoard and Text Readings

Submitted by:  Emily Young

Submitted for: Mr. Marcus L. Neiman, lecturer

Date: September 15, 2011

Leonard, Mark.  (2004).  The qualities that make some directors outstanding.

The Instrumnetalist, (August), Pages 13-15.

    When educators get their first teaching job out of college, they probably don’t really know what to expect.  It can take a lot of time and practice to develop the skills that teachers use every day.  Mark Leonard is a new music teacher who discusses some of the challenges he and others have faced in their first few years of teaching. He gives several suggestions that can make the job a lot easier.  Teachers should remember to set limits, get to know their students, learn to deal with parents, delegate authority, be prepared, and have a plan.

            The job of a music teacher can be very busy and stressful.  With all the tasks and preparations that need to be done, one can easily get overwhelmed.  Having students and parents to help with these tasks can make a huge difference.  I know it can be easy to forget why one would enter the challenging and exciting field of music education.  It is important to be prepared for what is coming to avoid these doubts that may occur.  No one starts off as a perfect teacher; as with everything it requires hard work.

I think all of the teaching skills leonard discusses are very important for every teacher to strive for.  I think the best advice I have heard thus far in my career, is to let others help me with tasks.  I could see myself easily getting overwhelmed and stressing over the millions of things I will have to do.  I also sometimes forget that as a teacher, you must also deal with parents. Leonard has definitely made me think about ways I can prepare for handling issues that the parents may bring to me.  Overall, I think this article was very insightful and a good look into the future of my career.

Sanders Article

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN:  200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

BlackBoard and Text Readings

Submitted by:  Emily Young

Submitted for: Mr. Marcus L. Neiman, lecturer

Date: September 8, 2011

Sanders, Paul D.  (2001).  Important influences on the introduction of music education in Ohio.

Triad, Pages 28,29,30.

Music education was not always an integral part of Ohio public school systems.  In 1834, the Eclectic Academy of Music was founded in Cincinnati to promote music education, similar to the Boston Academy of Music.  Knowledge and research of schools that teach music in other countries was very helpful to bring music to the curriculum in Ohio schools.  By 1849, Cincinnati, Cleveland, Columbus, Newark, Sandusky, Dayton, and Massillon all had music programs in their school. 

Integrating music in the public schools was surely bound to happen.  Popular figures in history such as Plato, Einstein, and John Locke all believed in the importance of music in our lives.  The joys of music can not be escaped or ignored.  Humans all experience music every single day.  Unfortunately , schools are still quick to give up art and music programs in hard economic times, but the music will hopefully always find its way back.

I am very proud to be a Cincinnati native after reading this article.  Ohio has such a rich musical background, much originating form Cincinnati.  I believe that every public school should emphasize music as an important part of the every day curriculum.  Every student has the potential to be a great singer or player, that potential just has to be found. I feel that Ohio was very wise to follow the example of Boston and other countries with music education programs.

Campbell Chapter 2

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN:  200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

BlackBoard and Text Readings

Submitted by:  Emily Young

Submitted for: Mr. Marcus L. Neiman, lecturer

Date: September 8,2011

Campbell, Patricia S.  (2008).  Great minds on music and education.

 Musician & Teacher, Pages 16-39.

As Franklin D. Roosevelt stated, “Great music, great literature, great art, and the wonders of science are, and should be, open to all.” Music educators often face the challenge of convincing administrators, colleagues, and community members of the importance of teaching music in public education systems.  In the second chapter of Musician & Teacher, Campbell illustrates how education in music has been found to be important all over the world as far back as Ancient Greece and Rome. She mentions several leaders of politics, religion, and sciences who knew of the importance of music education.  Every teacher of music has their own style and method of teaching music to their students. 

Music and the arts play huge role in the education of young people.  Between school work, chores, family, and all other troubles of being young, having some sort of creative outlet is absolutely necessary.  Some studies have shown that students who study music do better in other school subjects.  Outstanding teachers of music can instill hope, inspiration, and confidence in their students. Without music and art in public schools, the students would surely suffer greatly. 

Being involved in music in high school had a huge impact on my entire high school experience.  Singing in the choir every day was fun and stress relieving.  My choir director was one of the few teachers that I felt I could open up to.  He was always very encouraging and helpful.  The choir room became a fun and open environment that I loved to be in. Without choir and music classes in high school, I could not possibly be as driven as I am today .

Campbell Chapter 1

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN:  200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

BlackBoard and Text Readings

Submitted by:  Emily Young

Submitted for: Mr. Marcus L. Neiman, lecturer

Date: September 8, 2011

Campbell, Patricia S.  (2008).  Musician & teacher.

 A musician’s life in teaching, Chapter 1, Pages 1-15.

To get a degree in music takes a lot of hard work and long hours of practicing.  To become a music educator takes a special kind of passion and enthusiasm to inspire music in younger generations.  In the first chapter of Musician & Teacher, Campbell tells the story of five college level musicians deciding whether or not to pursue a career in education.  These stories demonstrate how no two musicians are quite the same; all come from different backgrounds and musical experiences.  Along with hard work and passion, becoming a good music teacher also takes experience in the field. 

One who decides to further their education and study music is a very brave individual.  These individuals go against the opinions of friends and family members who don’t feel that one can easily make a living in music or other arts.  These students are faced with long hours in practice rooms.  They will be putting themselves up against several others that are competing against them for the same jobs.  Regardless of it all, these brave individuals are in love with what they do and wouldn’t have it any other way. 

As an aspiring music educator, I can relate to the stories Campbell tells of music students at other universities.  I am beginning to see how vast the field of music is and how different each musician is.  I feel passion for what I do and I can see the passion in my peers.  I have caught a glimpse of the hard work involved in my career choice and I feel that it is more than worth it.

Bianco-Ohio's First Band Contest

MUSIC 23241: MUSIC TEACHING AS A PROFESSION

Mr. Marcus L. Neiman, Assistant Professor

Kent State University School of Music

Fall, 2011

CRN:  200910 – Section number: 001 – Class Days: TR 7:45a – 8:35 am - Classroom: SOM E202

Office: Band Office - 330.672.2965 - Telephone: 330.672.2965 (Kent Campus) - E-mail: mneiman@kent.edu

Office Hours: TR 9:00 – 9:55 am (Additional hours available by appointment)

BlackBoard and Text Readings

Submitted by:  Emily Young

Submitted for: Mr. Marcus L. Neiman, lecturer

Date: September 8, 2011

Bianco, Robert S.  (1974).  Ohio’s first school band contest.

Triad, April, Pages 16,17,28.

The Ohio Music Education Association celebrated it’s 50th anniversary in 1974.  While celebrating, it makes sense to reflect upon the foundations of the association.  In this article, Bianco looks back at the first school band contest in Ohio.  This contest was held in Fostoria, Ohio.  It was organized by, band director,  John Wainwright after competing and winning a national tournament in Chicago, Illinois a year prior.  Eight High school bands entered  to compete in this contest.  The 1924 contest was a huge hit for the participants as well as the community.  This contest in June of 1924 set the groundwork for many future music contests to be held in Ohio as well as the beginnings of the Ohio Music Education Association. 

Today, these sorts of contests are held all over Ohio for high school and middle school music students.  However, they are much different today than they were in 1924.  Several more schools come to these competitions and each ensemble, therefore, gets much less time in front of the judges.  Usually, each ensemble will be given a ten minute time slot to perform for judges, and will also participate in a short sight-reading evaluation.  These contests continue to motivate student ensembles year after year. 

As I study to become a music educator, I am sure to soon become a member of the Ohio Music Educators Association.  It is important for me to know as much as I can about this organization that I will likely be very involved with for many years.  Knowing the history of an organization can tell you a lot about who they are and what they stand for.  I think it is wonderful that Dr. Bianco shared this story with the readers of TRIAD magazine in 1974.  It is my hope that music educators will continue to share the fascinating story of the Ohio Music Education Association and Ohio’s very first band contest.