{"id":7934,"date":"2026-08-21T10:29:57","date_gmt":"2026-08-21T15:29:57","guid":{"rendered":"https:\/\/www.brandonu.ca\/music\/?page_id=7934"},"modified":"2026-08-21T10:41:50","modified_gmt":"2026-08-21T15:41:50","slug":"avenues-schedule-sessions","status":"publish","type":"page","link":"https:\/\/www.brandonu.ca\/music\/festivals-and-workshops\/avenues\/avenues-schedule-sessions\/","title":{"rendered":"Avenues: Schedule &amp; Sessions"},"content":{"rendered":"<aside class='post-7934 float'><p><a href=\"https:\/\/www.brandonu.ca\/music\/files\/Avenues-Schedule-v2.docx\">FULL SCHEDULE<\/a><\/p>\n<\/aside><h2><strong><em>Monday, August 24, 2026<\/em><\/strong><\/h2>\n<h3><strong><em><u>10:15-11:15 am<\/u><\/em><\/strong><\/h3>\n<p><strong><em>Hit or Miss? Hands-on Experience for Successful Horn Teaching <\/em><\/strong><\/p>\n<p>Colleen Hallett (2-02) *please bring a horn!<\/p>\n<p>This session offers participants to play the horn and reexamine pitfalls for young and developing horn players. When Colleen started at NACI in September of 2024\/25, there were zero French horn players enrolled in the high school band program (to which she said: <em>\u201cchallenge accepted\u201d<\/em>). One of Colleen&#8217;s greatest passions is turning timid beginners into confident, independent \u201cFrench horn Jedis\u201d by using loads of encouragement, tricks of the trade, and a fair bit of Star Wars humour. Bring a horn and learn how to \u201cmaster the ways of the force\u201d (a.k.a. partials) so that you can build a stellar horn section in your program!<\/p>\n<p><strong>OR<\/strong><\/p>\n<p><strong>Ukulele as Gateway to Participatory Music Making <\/strong><\/p>\n<p>Sheelagh Chadwick (1-43) *bring an instrument or bring one that is provided<\/p>\n<p>The ukulele is more than an accessible classroom instrument\u2014it can be a gateway to participatory music making. This interactive one-hour session explores how participatory values such as inclusion, belonging, shared music making, and joyful engagement can shape music teaching. Although the ukulele is the instrument of choice for the session (instruments provided, or bring your own), this is not a &#8220;how to teach the ukulele&#8221; workshop. Rather, participants will experience how the instrument can foster musical participation for learners of all backgrounds and abilities while considering how these ideas can transfer to band and other classroom settings. Drawing on current theory and philosophy alongside practical classroom examples, participants will learn a few chords, sing and play together, and leave with ideas for creating more participatory musical experiences in their own teaching.<\/p>\n<p>&nbsp;<\/p>\n<h3><strong><u>11:30 am &#8211; 12:30 pm<\/u><\/strong><\/h3>\n<p><strong><em>Building a Multi-Grade Music Program: Creating Consistency, Shared Traditions, and Cross Grade Relationships <\/em><\/strong><\/p>\n<p>Justine Burke (2-02)<\/p>\n<p>This presentation will look at how consistency, shared traditions, and cultivating multi-grade relationships have helped me build a 5-12 music program with a sense of belonging. I will share some of the resources and strategies I just to create a thread between grades to create a feeling of continuity and community.<\/p>\n<p>&nbsp;<\/p>\n<h3><strong><em><u>2:00 \u2013 3:00 pm<\/u><\/em><\/strong><\/h3>\n<p><strong><em>Setting Your Goals and Following Through <\/em><\/strong><\/p>\n<p>Janet Yochim (2-02)<\/p>\n<p>This session will explore how setting clear goals, writing them down, being honest with yourself, and following through can help you and your band become more successful. We\u2019ll look at practical ways to set meaningful goals and, just as importantly, how to revisit and evaluate those goals along the way. Being truthful with yourself about where you are, where you want to go, and what you need to do to get there is an essential part of successful goal setting. You\u2019ll also learn strategies for teaching your students how to set their own goals, take ownership of their progress, and develop the skills needed to follow through<\/p>\n<p><strong>OR<\/strong><\/p>\n<p><strong><em>Building Strong Fundamental Skills on the Trumpet <\/em><\/strong>Professor Daniel Lehmann (1-20) *please bring a trumpet<\/p>\n<p>In this session, we\u2019ll explore how a goal-oriented approach to the trumpet can help develop playing. Playing with a good sound is crucial for success and it is the basis of all aspects of technique. Through listening, we can develop an internal sound concept which will lead to progress as more proficient and expressive players. Not just limited to the trumpet, this approach to teaching and learning can be applied to any instrument.<\/p>\n<p>&nbsp;<\/p>\n<h3><strong><u>3:15-4:30<\/u><\/strong><\/h3>\n<p><strong><em>What\u2019s in this Score? <\/em><\/strong><strong><em>Mapping Meaningful Development and Warmups<\/em><\/strong><\/p>\n<p>Dr. Wendy Zander (2-02)<\/p>\n<p>In preparing to perform a score, we are often drawn to the most obvious connections we can make for our students. By integrating a simple checklist to draw out the unique characteristics of each work we play, we can create a learning sequence that weaves through skills for music making and draws out complexities that address our curriculum.<\/p>\n<p><strong>OR<\/strong><\/p>\n<p><strong><em>Improvisation<\/em><\/strong><\/p>\n<p>Professor Greg Gatien (1-20) *instruments welcome and encouraged!<\/p>\n<p>An exploration of techniques and strategies to foster a safe and welcoming space for students of all levels in which they can develop improvisational language that can be expressive, structured, rooted in tradition, and expandable.<\/p>\n<p>&nbsp;<\/p>\n<h3><strong><u>6:30-7:30 pm<\/u><\/strong><\/h3>\n<p><strong>Building Your School\u2019s Indigenous Drumming Group<\/strong><\/p>\n<p>Zachary Cormier (1-20)<\/p>\n<p>In this session, we will explore how to build an Indigenous drumming group in your school. We will discuss the relationships needed before getting started, including the roles of Elders, Knowledge Keepers, teachers, administrators, students, and families. Participants will learn about obtaining a drum, organizing a feast, awakening and caring for the drum, recruiting students, scheduling rehearsals, and establishing expectations for group members. We will also look at ways the group can participate in school celebrations, assemblies, performances, and community events. Throughout the session, we will go over the cultural teachings, traditions, protocols, and responsibilities connected to the drum. I will share examples from our school drum group that will highlight the challenges you may encounter.<\/p>\n<p>&nbsp;<\/p>\n<h3><strong><u>7:30-8:30 pm<\/u><\/strong><\/h3>\n<p><strong>Gestures and Strategies for Communication from the Podium<\/strong><\/p>\n<p>Sometimes in rehearsal it just seems more efficient and effective to stop and explain what we want from our students. But what seems efficient and effective in the moment may not support long term communication skills with students. This session will provide ideas that we can practice on the podium to minimize explanation, decrease instructional time, and increase non-verbal communication.<\/p>\n<p>&nbsp;<\/p>\n<h2><strong>Tuesday, August 25<\/strong><\/h2>\n<h3><strong><u>9:00-10:10<\/u><\/strong><\/h3>\n<p><strong>Beyond the Final Concert: Creating an authentic culture of listening<\/strong><\/p>\n<p>Professor Marika Galea (1-57)<\/p>\n<p><em>As I pack up the adjudication desk after a full day of working with bright young people and dedicated educators, excitement inevitably fades to dissonance in my stomach. I stare at the banker\u2019s boxes of scores and rating sheets and ask myself, \u201cIs this what jazz is really about?\u201d\u00a0<\/em><\/p>\n<p>Through this session, we will explore how we (middle, high school and post-secondary educators) can share the responsibility of teaching jazz authentically, as an aural and storytelling art form. I will share practical ideas for getting students listening, singing, and transcribing. I will also be ready to listen to your experience of what has worked, what hasn\u2019t, and how we can mutually support the deepening of our jazz community. By leading with aural skills that students retain beyond the final concert, we can build an authentic jazz culture as the norm in Manitoba &#8211; together.<\/p>\n<p><strong>OR<\/strong><\/p>\n<p><strong><em>Beginning Strategies: Making More Music with your Method Book<\/em><\/strong><\/p>\n<p>Dr. Wendy Zander \u00a0(2-02) *please bring an instrument<\/p>\n<p>Method books are useful tools, but our pedagogical insights into what learners need to sequence learning, deepen skills and understanding, and stay motivated are key. Let\u2019s share ideas on moving beyond altered repetition to having students engage with the printed page in their music making as they learn to read!<\/p>\n<p>&nbsp;<\/p>\n<h3><strong>10:30-11:45<\/strong><\/h3>\n<p><strong><em>I\u2019ve Got Rhythm<\/em><\/strong><strong> Section Beginners<\/strong><\/p>\n<p>Graydon Cramer (1-43)<\/p>\n<p>This session will provide some suggestions on how to setup your drum, bass and piano players (guitar and percussion also discussed) for success and a progression of steps they can take towards authentically functioning in a Jazz rhythm section. Participants will have a chance to actually try these instrument roles and steps as a group and explore the sound, function and theory behind each.<\/p>\n<p><strong>OR<\/strong><\/p>\n<p><strong>Let\u2019s Talk: Perfectionism, Mental Health, and Using these Challenges to Create Positive Change<\/strong><\/p>\n<p>Meagan Lawson (2-02)<\/p>\n<p>Perfectionism, low self-esteem, burnout, and mental health struggles (like anxiety), are common challenges musicians and educators face every day. Through sharing some of my own experiences and how they have affected my teaching, we will discuss how to change the way we think about these challenges to use them in a positive way in the classroom.<\/p>\n<p>&nbsp;<\/p>\n<h3><strong><u>1:40-2:50<\/u><\/strong><\/h3>\n<p><strong><em>Fortifying your Flute Section<\/em><\/strong><\/p>\n<p>Nancy Hennen (1-43) *please bring a flute!<\/p>\n<p>In terms of the initial stages of playing development, flute is unlike any of the other band instruments. How can you maximize tone and technical development in your young flute students? It may surprise you that instrument assembly, holding and balancing the instrument, and placement in the band room are all as important to flute playing success as embouchure development. Do you dream of a flute section with focused tone and solid intonation? There are some simple techniques that can bring your flute players to the next level of confidence and performance very quickly. Bring a flute in good working condition to this session, and together we will explore the most effective ways to develop flute embouchures, and to set students up physically for best sound production and technical facility.<\/p>\n<p><strong>OR<\/strong><\/p>\n<p><strong><em>Beyond McBeth\u2019s Pyramid: Developing Ensemble Tone in High School and Community Ensembles<\/em><\/strong><\/p>\n<p>Dr. Wendy Zander (2-02)<\/p>\n<p>The <em>Pyramid of Sound<\/em> is such an important concept in ensemble tone, but how we analyze what the score presents and target what we listen to can change our ensemble\u2019s clarity and tone colour. Through session activities such as listening to and analyzing scores, we will reconsider how to prioritize tone, intonation, balance, and blend.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>FULL SCHEDULE Monday, August 24, 2026 10:15-11:15 am Hit or Miss? Hands-on Experience for Successful Horn Teaching Colleen Hallett (2-02) *please bring a horn! This session offers participants to play the horn and reexamine pitfalls for young and developing horn players. When Colleen started at NACI in September of 2024\/25, there were zero French horn [&hellip;]<\/p>\n","protected":false},"author":575,"featured_media":0,"parent":5507,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":"","_members_access_role":[],"_members_access_error":""},"class_list":["post-7934","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/www.brandonu.ca\/music\/wp-json\/wp\/v2\/pages\/7934","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.brandonu.ca\/music\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.brandonu.ca\/music\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.brandonu.ca\/music\/wp-json\/wp\/v2\/users\/575"}],"replies":[{"embeddable":true,"href":"https:\/\/www.brandonu.ca\/music\/wp-json\/wp\/v2\/comments?post=7934"}],"version-history":[{"count":4,"href":"https:\/\/www.brandonu.ca\/music\/wp-json\/wp\/v2\/pages\/7934\/revisions"}],"predecessor-version":[{"id":7938,"href":"https:\/\/www.brandonu.ca\/music\/wp-json\/wp\/v2\/pages\/7934\/revisions\/7938"}],"up":[{"embeddable":true,"href":"https:\/\/www.brandonu.ca\/music\/wp-json\/wp\/v2\/pages\/5507"}],"wp:attachment":[{"href":"https:\/\/www.brandonu.ca\/music\/wp-json\/wp\/v2\/media?parent=7934"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}