1. What is your personal experience or background with music education, and how has it influenced your perspective on the importance of music programs in schools? Music both comforts and challenges me. I studied piano and voice, have sung in a church choir since I was 10, and had incredible opportunities in my high school vocal ensemble. Met my husband there. Our children participated in all three of Wyoming’s music programs – strings, voice, band, while our grandchildren are beginning clarinet players.  Our children were also involved with drama, dance, and fine art K-12 programs offered in our district. One of the factors that brought us to Wyoming was the strong music and drama programs. Even without a proper auditorium, Wyoming music and drama productions were excellent.  We attended regularly and still try not to miss the marching band or the holiday showcase or graduation with a full orchestra. We sang in Saengerfest. Iconic teachers provided rigorous instruction and exposure to all genres of music.  We experienced and profited from community links to the Cincinnati Symphony Orchestra, CCM Prep programs for our children, and the Wyoming Fine Arts Center which our children attended for music, art, drama, and dance. While teaching in the middle school, a colleague approached me about starting a drama program which she and I did for the next thirteen years. We saw the value of a creative outlet for middle school students. This was their “team.’’ Annually we did a musical, a 7th/8th grade play, and a variety show every spring that included easily a third of the school. Our Wyoming City Schools mission statement says that we will “cultivate innovative, student centered educational programs and opportunities that foster the academic growth and personal development of each child.”  I see a strong commitment to the fine arts as part of that mission.

2. How do you see music programs contributing to a student's education? It is noteworthy that a plethora of data proves the positive impact academically of studying music. A student benefits in creativity, listening, cognition abilities, and fine motor skills.  Studying music enhances the ability to problem solve and understand abstract concepts. In addition, the discipline and perseverance required to become proficient foster life skills such as commitment and resilience and teamwork. Exposure to genres of music, teaches the history of our civilization as well as cultural awareness in our contemporary society.  Listening to or playing music contributes positively to the mental health of our students as well. Empathy, self-confidence, connections with others, and managing stress are valuable outgrowths. That music period in the school day can be an oasis of calm and help a child retool for the academic periods.

3. What is your commitment to ensuring that music education remains a vital and integral part of our school district's curriculum, even in challenging budgetary or political circumstances?  Our district has often described its mission as educating the whole child.  When searching for a new superintendent, the Board prepared a statement defining whole child. It reads, “We maintain a special commitment to educate the “whole child” which we define as excellence in academics, challenging coursework, commitment to the fine arts, exposure to a second language, and opportunities in athletics. I stand by that statement now as I did during the superintendent search. Scheduled art and music K-6 classes exceed state minimum standards. In addition, we offer a variety of instrumental opportunities with specialized teachers starting in the primary that are often only available in larger districts. We have hired additional music personnel in the primary and middle. The recent turnover within the music department necessitates a review of program alignment and purpose.  As the Primary and Middle School review their academic scheduling, music and art (and Spanish, physical education, health, and intervention) will need to be interwoven.  These are not Board actions.  Our professional staff and its leaders will participate in those discussions. Our district receives financial support in the arts from the WSMA, from PSA, and from the Wyoming School Foundation to supplement budgets.  The Wyoming Arts Show of which I am the treasurer, partners each year in recognizing seniors pursuing the arts after graduation as well scholarship prizes. The school district is grateful for all support and to the time/talent commitments of those volunteers.  WSMA initiatives over the years such as the progressive dinner, the evening at the Fine Arts Center, dinners before the musicals, the Porch concerts, and the community wide invitations to school concerts showcase our music program. 

4. How should the new primary school facilities plan support effective music education? Among the educational needs identified for the new primary facilities is a dedicated music room, and a dedicated art room.  Since we have traveling teachers in the primaries in order to offer equitable music opportunities in three buildings, the possibility may exist that these different purposes could share space depending on the decision about grade distribution per each building. Nevertheless, any new build would need proper storage for instruments, music, and resources such as a piano. The room itself must be designed for creative movement and performance with good acoustics. Those are discussions not designs at this time. In order to build proficiency, music programs must begin in the primaries. I would like to see a K-6 alignment plan that seamlessly works into the elective high school offerings. The pandemic was especially hard on performance music but we have at last put that in the rearview mirror allowing us opportunities for creative and innovative planning. Our new standards based primary report cards introduced this school year set primary standards that include reading music, composing music patterns, duplicating rhythms, trying multiple instruments, as well as music appreciation of historical periods and music from different cultures.  To achieve these standards, teachers and students will need a designated space and adequate class periods.