In this episode, we reflect on the year 2025 and its most critical conversations. The episode recaps the top 10 episodes of the year, highlighting audience engagement and the evolution of the the Choralosophy name into a multimedia platform. Key themes include the importance of setting expectations in choir, the value of behind-the-scenes insights, philosophical debates in music education, and the challenges faced by educators. The host emphasizes the need for intentional teaching practices and the significance of understanding vocal pedagogy.

Tune in, and have your thinking stimulated and challenged. Then, weigh in yourself with your related ideas and experiences on Facebook in the Choralosophers group or over on choralosophy.substack.com Also, don’t forget to grab a reading rope for your classroom wall from the shop! Music Reading Rope

Top Choralosophy Episodes of 2025 by Chris Munce

“The Conversation of Record” in music education is happening here. Subscribe for free and never miss out on the discussions. The show is on Spotify, Apple Podcasts, YouTube or ANY podcast player!

For future rehearsal clips, find me on TikTok, Insta and Facebook

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Dr. Chapin, a professor at University of Northern Colorado and I discuss the evolving landscape of education, particularly in music education. We explore the challenges teachers face in engaging students, the impact of technology on learning, and the importance of authenticity in teaching. The discussion also delves into the role of risk tolerance in student participation, the significance of meeting students where they are, (what that means, and what it does NOT mean) and the concept of gamification as a tool for enhancing learning experiences. Throughout the conversation, we both emphasize the need for teachers to adapt their methods to better connect with students and foster a positive learning environment. We take the first volley of the conversation from a previous episode and move the ball forward. Be sure to go back and catch that one if you missed it.

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Tune in, and have your thinking stimulated and challenged. Then, weigh in yourself with your related ideas and experiences on Facebook in the Choralosophers group or over on choralosophy.substack.com Also, don’t forget to grab a reading rope for your classroom wall from the shop! Music Reading Rope

For future rehearsal clips, find me on TikTok, Insta and FB!

Dr. Clelyn Chapin serves as the Associate Director of Choirs at University of Northern Colorado where she leads choral ensembles and teaches courses in choral music education. As a frequent presenter and clinician, Clelyn focuses on non-hierarchical rehearsal practices and making individual vocal technique accessible and efficient in the choral rehearsal. Her scholarly work centers on creating collaborative rehearsal spaces and amplifying the work of women composers. You can read her contributions in the recently published Choral Literature of Women Composers or listen to her performances with mirabai, a professional treble choir conducted by Sandra Snow, on Spotify.

In addition to her work in schools, Clelyn is committed to expanding arts access for the community. In 2024, Clelyn was recognized with the Colorado Business Committee for the Arts (CBCA) Next Wave Leadership Award for her work with the Denver Women’s Chorus that she conducted from 2021-2025. Under her leadership, the chorus expanded from 70 to 180 active singers becoming the largest treble ensemble in the country and partnered with many nonprofits to amplify the voices of organizations that promote mental health, housing access, and care for the environment. She now conducts the Greeley Chorale in its 61st season.

Before joining the faculty at UNC, Clelyn spent 14 years teaching and conducting secondary, collegiate, and community ensembles in Texas, Colorado, and Michigan. During that time, her choirs were invited to perform at state conferences, and she developed a reputation for her engaging and inclusive approach to choral rehearsal. She completed her Doctor of Musical Arts in Choral Conducting at Michigan State University, studying under Dr. David Rayl and Dr. Sandra Snow, and holds a Master of Music Education from the University of Northern Colorado. When she’s not conducting, she enjoys hiking, reading with her cat, and beating her husband at pickleball.

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Jocelyn Hagan and Tim Takach, co-owners of Graphite Publishing, discuss their journey in the choral music industry, the evolution of their publishing company, and the challenges and joys of collaborating as spouses. They explore the impact of digital sheet music, the balance between traditional and contemporary music, and the importance of new compositions in education. The duo shares insights into their creative process, particularly in the creation of their new work ‘Rose Ever Blooming,’ and their experiences recording with the renowned ensemble Voces8. Throughout the discussion, they emphasize the significance of innovation in choral music while respecting its rich traditions.

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Tune in, and have your thinking stimulated and challenged. Then, weigh in yourself with your related ideas and experiences on Facebook in the Choralosophers group or over on choralosophy.substack.com Also, don’t forget to grab a reading rope for your classroom wall from the shop! Music Reading Rope

For future rehearsal clips, find me on TikTok, Insta and FB!

Jocelyn Hagen composes music that has been described as “simply magical” (Fanfare Magazine) and “dramatic and deeply moving” (Star Tribune, Minneapolis/St. Paul). She is a pioneer in the field of composition, pushing the expectations of musicians and audiences with large-scale multimedia works, electro-acoustic music, dance, and opera. Her melodic music is rhythmically driven and texturally complex, rich in color and deeply heartfelt. A champion of the female spirit, many of her projects focus on the stories of women. She is a co-founder of Graphite Publishing and the band Nation, singing her heart out every chance she gets.

Inspired by narrative, magical realism, speculative fiction and making better humans through art, the music of Timothy C. Takach is a mainstay in the concert world. Applauded for his melodic lines, text choices and rich, intriguing harmonies, his compositions are performed worldwide. He is a co-founder of Cantus, Graphite Publishing and Nation, and he is a co-creator of the theatrical production All is Calm: the Christmas Truce of 1914. Takach has frequent work as a composer-in-residence, presenter, conductor, clinician and lecturer

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Some music academics operate as if “classical music” sits at the center of cultural power, imposing itself on everyone else in an oppressive way that snuffs out other ways of making music and acquiring musical knowledge. This idea is ubiquitous in music education scholarship, literature and online discourse. But, when we dig in just a bit to this idea, we find a plethora of shifty definitions of “hegemony” and even of “Classical Music itself.

When you zoom out from the music buildings and campuses many of us inhabit, and look at the musical world people actually live in, the claim of “hegemony” collapses instantly.

What the data actually shows is something far less dramatic and far more important:

Classical music is not dominant. It is fragile. It survives only because institutions choose to preserve it.

That is not cultural hegemony.
That is crucial stewardship.

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Tune in, and have your thinking stimulated and challenged. Then, weigh in yourself with your related ideas and experiences on Facebook in the Choralosophers group or over on choralosophy.substack.com Also, don’t forget to grab a reading rope for your classroom wall from the shop! Music Reading Rope

For future rehearsal clips, find me on TikTok, Insta and Facebook

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Shane Colqohoun is an instrumental music educator who possesses a rare super power. He can recognize areas where he both agrees AND disagrees with the philosophies of others, and is not scared off by the conversation. His social media presence really challenges us to rethink our approach, just as he does in this episode.

In this lively, back and forth discussion, Shane and I compare notes on our philosophies of music education, exploring the importance of inclusivity, bridging gaps between student interests and school programs, and even the role of music notation. We emphasize the need for innovative approaches to teaching music appreciation and the significance of creating spaces where all students feel valued. The discussion also touches on the barriers to expanding music education and the necessity of adapting teaching methods to meet diverse student needs.

Tune in now on YouTube or your favorite podcast app!

Tune in, and have your thinking stimulated and challenged. Then, weigh in yourself with your related ideas and experiences on Facebook in the Choralosophers group or over on choralosophy.substack.com Also, don’t forget to grab a reading rope for your classroom wall from the shop! Music Reading Rope

Education’s Race to the Bottom of the Brain Stem by Chris Munce

Why teachers shouldn’t compete with dopamine-driven entertainment, and why they might be doing so without realizing it.

For future rehearsal clips, find me on TikTok, Insta and FB!

Shane Colquhoun, PhD., is a music educator, producer, and mentor dedicated to helping students discover their creative voice. An Assistant Professor of Music Technology and Contemporary Music Styles at Alabama State University, he blends traditional music education with modern approaches that highlight student creativity and innovation. He has years of experience as a successful band director, guiding ensembles to excellence while fostering inclusive, student-centered spaces. He has published in the Journal of General Music Education (formerly General Music Today) and the Media Journal in Music Education, and is the author of The Producers of Pop: A Comprehensive Plan for Studying Popular Music Producers. He also serves on the Editorial Board for the Journal of Music, Technology & Education. Dr. Colquhoun is Chair of NAfME’s Council for Innovation, Research Chair for the Alabama Music Educators Association, and a Board Member for the Association of Popular Music Education.

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Mitch is a young conductor and teacher who believes, in his own words, “that he sucks dog-water” at teaching. So, two years into a new career as a music educator, he stepped out of the classroom. He made a post on FB recently that got my conversation. He graciously agreed to vulnerable here for me and the Choralosophy audience.

In this conversation, Mitch and I discuss the challenges faced by choir directors, particularly the feelings of inadequacy and the struggles with classroom management and student engagement. Then explore Mitch’s personal experiences in teaching, the expectations placed on music educators, and the importance of structuring effective rehearsals. The discussion also delves into communication strategies for giving concise directions and enhancing vocal warmups, ultimately emphasizing the shared struggles of educators in the field.

Tune in now on YouTube or your favorite podcast app!

Tune in, and have your thinking stimulated and challenged. Then, weigh in yourself with your related ideas and experiences on Facebook in the Choralosophers group or over on choralosophy.substack.com Also, don’t forget to grab a reading rope for your classroom wall from the shop! Music Reading Rope

Education’s Race to the Bottom of the Brain Stem by Chris Munce

Why teachers shouldn’t compete with dopamine-driven entertainment, and why they might be doing so without realizing it.

For future rehearsal clips, find me on TikTok, Insta and FB!

Mitch Al-Ubaidi is a musician and educator based in south-central Wisconsin. A graduate of the University of Wisconsin–Oshkosh, Mitch has always had a passion for music, spanning from guitar, piano, and choral music to music production and DJ-ing. His vocal experience includes singing with university and professional choirs, and he currently serves as director and founding member of the Rock River Singers. Previously, Mitch taught middle school choir for two years and has also served as the Bass Clef Chair for the Wisconsin Choral Directors Association (WCDA). His work reflects a lifelong commitment to making and sharing music in a variety of forms and styles.

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“Tradition often hinders innovation in education.” Teacher evaluations not only create unproductive incentives, but rarely result in meaningful, content specific feedback.

Justin Baeder is the CEO of “The Principal Center” and is an active education communicator. You can find his newest venture on Substack at The Teaching Show.

In this conversation, Justin Baeder and I discuss various aspects of educational leadership, focusing on the importance of classroom walkthroughs, the need for meaningful teacher evaluations, and the challenges posed by tradition in education. We explore the role of trust between teachers and administrators, the impact of COVID-19 on classroom dynamics, and the necessity of effective discipline policies. Additionally, they delve into innovative approaches to music education, emphasizing the significance of treating music as a language and developing new pedagogical methods to support all students.

Tune in now on YouTube or your favorite podcast app!

Tune in, and have your thinking stimulated and challenged. Then, weigh in yourself with your related ideas and experiences on Facebook in the Choralosophers group or over on choralosophy.substack.com Also, don’t forget to grab a reading rope for your classroom wall from the shop! Music Reading Rope

Education’s Race to the Bottom of the Brain Stem by Chris Munce

Why teachers shouldn’t compete with dopamine-driven entertainment, and why they might be doing so without realizing it.

For future rehearsal clips, find me on TikTok, Insta and FB!

Justin Baeder, PhD is Director of The Principal Center, where he helps senior leaders in K-12 organizations build capacity for instructional leadership. A former principal in Seattle Public Schools, he is creator of the Instructional Leadership Challenge, which has helped more than 10,000 school leaders in 50 countries around the world:

Dr. Baeder is the author of Now We’re Talking! 21 Days to High-Performance Instructional Leadership, and the co-author, with Heather Bell-Williams, of Mapping Professional Practice: How to Develop Instructional Frameworks to Support Teacher Growth (Solution Tree).

He is the host of Principal Center Radio, a podcast featuring education thought leaders, and the founder of Repertoire, the professional writing app for instructional leaders.

He holds a PhD in Educational Leadership & Policy Studies from the University of Washington and an MEd in Curriculum & Instruction from Seattle University, and is a graduate of the Danforth Program for Educational Leadership at UW

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In this episode, we call for YOU to be more vocal in the platform’s discussion, and discuss the concept of conversation activism, emphasizing its importance in the music education profession. The conversation explores the need for better communication norms among colleagues, the role of music education in teaching conflict resolution, and the challenges posed by social media in fostering meaningful dialogue. I discuss the need for a culture of curiosity and understanding, encouraging you to fill out the form on the MAIN PAGE and suggest an episode topic!

Tune in now on YouTube or your favorite podcast app!

Tune in, and have your thinking stimulated and challenged. Then, weigh in yourself with your related ideas and experiences on Facebook in the Choralosophers group or over on choralosophy.substack.com Also, don’t forget to grab a reading rope for your classroom wall from the shop! Music Reading Rope

October Bonus: Fly on the Wall at Literacy PD by Chris Munce

As always, behind the scenes bonuses and extras for paid subscribers!

For future rehearsal clips, find me on TikTok, Insta and Facebook

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On Facebook, X and Substack this week, I posted some thoughts that started a LOT of conversation.

“Maybe the most unhealthy thing we teach teachers, is that if the cheap dopamine addicted teens in their room are not brimming with excitement during your class, you are “failing to engage them,” as if students do not bear any responsibility for their own engagement.

This belief causes teachers to seek to gamify instruction, find gimmicks, cut corners, dumb down and reduce the load. But, more tragically, it causes young teachers with potential to be great teachers to give up and change professions.

The reality is that it is not a fair expectation for teachers to compete with “the entertainment value of a cell phone.” With quality instruction, often times, the dopamine hit may take days, or weeks to finally drop. This should be encouraged, supported and reinforced.”

This issue has come up on the channel before. First in my review of the “Anxious Generation” book, and from many concerned colleagues since. In this episode we dive into the colleague conversation, and discuss strategies possible solutions in YOUR classroom!

Tune in now on YouTube or your favorite podcast app!

Tune in, and have your thinking stimulated and challenged. Then, weigh in yourself with your related ideas and experiences on Facebook in the Choralosophers group or over on choralosophy.substack.com Also, don’t forget to grab a reading rope for your classroom wall from the shop! Music Reading Rope

October Bonus: Fly on the Wall at Literacy PD by Chris Munce

As always, behind the scenes bonuses and extras for paid subscribers!

For future rehearsal clips, find me on TikTok, Insta and Facebook

Choralosophy Podcast (@choralosophy) • Instagram photos and videos

In this conversation, Marianne Forman shares her journey as a composer and musician, discussing her early musical experiences, the importance of parental support in music education, and the challenges of balancing family life with a career in composition. She emphasizes the significance of accessibility in music, particularly for young singers, and reflects on her recent contributions to choral music publications. The discussion also touches on the representation of women in music composition and the support systems that help navigate these challenges!

“Nobody regrets that. How many people have you met who studied music briefly and as children and then gave it up and their parents let them give it up. And now what do they say? Every single one of them says, I wish I’d stuck with it.”

Tune in now on YouTube or your favorite podcast app!

Tune in, and have your thinking stimulated and challenged. Then, weigh in yourself with your related ideas and experiences on Facebook in the Choralosophers group or over on choralosophy.substack.com Also, don’t forget to grab a reading rope for your classroom wall from the shop! Music Reading Rope

For future rehearsal clips, find me on TikTok, Insta and FB!

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