Hi, I’m Ashley—
A musician, educator, writer, and entrepreneur dedicated to helping you lead and teach with creativity and confidence. Here, I share creative teaching ideas and practical resources to help you build a successful career as a musician and teacher.
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How to Use Milanote as a Music Educator
As musicians, artists, and educators, we need space to think, brainstorm, be creative, and problem solve.
I’m always looking for tools that help with this and are simple and easy to use. In this post, I’m sharing a (free!) web-based tool I’ve discovered to help me organize ideas, plan lessons, track assessments, and write curriculum content.
17 Cumulative Songs for Children’s Choir + Elementary Music
Cumulative songs are great for helping children develop their singing voices and developing choral musicianship, particularly good breath control and breath support (the phrases get longer and longer each time you sing them!).
Here are a few of my favorites.
Music by Black Composers
This repertoire list includes familiar spirituals as well as new compositions by Black composers in the 20th and 21st centuries. You’ll find 40 sacred octavos (SATB) and links to three SATB collections for a total of over 100 anthems to use with your choir in the future.
How to Use Notability for Assignment Sheets
Confession: I’ve always struggled with written assignment sheets. I know they’re important for home practice, but what about when a student doesn’t take their notebook out of their bag all week?
The solution? Digital assignment sheets. Here’s my easy 5-step guide to using Notability.
It was Wednesday, 5:05 p.m.
I propped up the lid of the old 1927 Steinway in the school theater and turned to face a small group of 3rd graders, sitting in the red cloth chairs, munching on pretzel sticks, piano books resting on their laps.
It was our final studio class of the year—the one where we practice performing our recital pieces.
“Before we play today, I want to talk about three things that every musical performance needs,” I said. Hands shot up in the air without hesitation.
“I know, I know,” one student said. “You need an audience.”
“Yes, that’s true,” I said, “But I’m thinking more about things you can bring to the performance.”