Rethinking Music Literacy: Beyond Button Pushing. Finally! Another “music is a language nerd.” Any others out there? We must unite.

In this episode, we explore the core difference between technical skills and true musical literacy, emphasizing how a holistic approach can transform music education. David Davis, an instrumental and elementary music educator who is trying to pivot from traditional practices, shares insightful ideas on how to cultivate musicianship rooted in understanding, improvisation, and language.

This episode invites educators to critically examine how we teach and interpret music literacy. Moving beyond mere button pushing to cultivating language fluency in music equips students for improvisation, creativity, and lifelong musicianship. The conversation underscores that pedagogy—how we teach—is the most significant factor shaping future musicians’ ability to truly understand and express music across genres and cultures.

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!

David Davis is a band, orchestra, and general music educator in Minnesota committed to systemic change in music education. A GRAMMY semifinalist and Yamaha “40 Under 40” educator, he designs curricula that prioritize cultural responsiveness, inclusivity, student voice, and research-based pedagogy. He also serves on NAfME’s Council of Innovations, on Minnesota’s Music Educator Association’s board, and is an Education Minnesota Racial Equity Advocate.

https://www.davismusiced.com

https://www.linkedin.com/in/davismusiceducator

Choralosophy Podcast (@choralosophy) • Instagram photos and videos

Who is the hardest working person in your classroom? Spoiler alert: it should NOT be the teacher…

In Part 2, we begin to Pack Our Toolbox. I review approaches to developing independent, confident musicians through tools-based pedagogy. Drawing from extensive research and classroom practice, the focus is on shifting the teacher’s role from the sole source of knowledge to a facilitator of skill transfer, encouraging students to become vocal explorers and self-sufficient problem solvers. The Tools are:

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

7 Years of Choralosophy: The View from the Other Side of the Mic by Chris Munce

Seven years ago, Choralosophy was an experiment. Today, it’s a career. It is a job, no different than your job, albeit a bit more public? Today is the show’s 7th birthday. Here is what I’ve learned:

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

Choralosophy Podcast (@choralosophy) • Instagram photos and videos

Who is the hardest working person in your classroom? Spoiler alert: it should NOT be the teacher…

In the first part of the series, you get to be a fly on the wall during my recent presentation in New Casatle, PA. It discusses the challenges and pressures faced by choir teachers, and the rational reaction: A need for a shift in teaching philosophy. Or, “updating the operating system.” The focus is on moving away from the traditional “high priest model” where the teacher is the sole source of musical knowledge, to a more student-centered approach. This involves empowering students with tools to learn music independently, such as solfége for pitch and takadimi for rhythm. The host shares personal anecdotes and experiences, highlighting the importance of creating a classroom environment where students are encouraged to explore and solve musical problems on their own. This approach not only reduces teacher burnout but also fosters a deeper understanding and appreciation of music among students.

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

7 Years of Choralosophy: The View from the Other Side of the Mic by Chris Munce

Seven years ago, Choralosophy was an experiment. Today, it’s a career. It is a job, no different than your job, albeit a bit more public? Today is the show’s 7th birthday. Here is what I’ve learned:

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

Choralosophy Podcast (@choralosophy) • Instagram photos and videos

In this conversation, Theresa Hoover, a music educator and researcher who advocates for “passing the baton” to students through a book and podcast by the same name, discusses her findings on how music educators utilize podcasts for professional development, community, gathering information, teaching ideas and EVEN emotional support. She shares insights from her survey of music teachers for her PhD research, revealing their motivations for listening to podcasts, the connections they form, and the importance of authenticity in podcasting.

Theresa and I also touch on the evolving landscape of music education podcasts, the challenges of commercialization, and the role of student ownership in music education. Theresa emphasizes the need for music educators to critically engage with podcast content and the potential for podcasts to serve as valuable professional development tools, but also raises the questions of legitimacy of podcasts to be a reliable source of information and what happens to the trustworthiness of monetized podcasts. (Like this one!(

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!

Theresa Hoover is a music educator, speaker, and writer who advocates for student voice in the music room. Her work centers on helping teachers empower students throughout their musical experiences by transforming classrooms into student-centered learning environments.

Currently, Theresa serves as a Teaching Instructor of Music Education at East Carolina University and is a PhD candidate in Music Learning and Teaching at Arizona State University. Her teaching experience spans instrumental, general, and vocal music across a variety of settings, most recently as a middle school band director in Northern Virginia. Prior to that role, she taught for fourteen years in Pennsylvania. Theresa holds a bachelor’s degree in music education from Penn State University and a master’s degree in wind conducting from West Chester University.

A recognized presenter and clinician, Theresa has presented at local, regional, and national conferences, including the Midwest Clinic, the NAfME Biennial Research and Teacher Education Conference, and numerous state music education conferences. She also serves as an adjunct professor at VanderCook College of Music, where she teaches graduate courses for music educators focused on technology integration and student ownership.

Theresa is the author of Empowering Ensembles With Technology, the co-author of Pass the Baton: Empowering All Music Students, and the co-host of the podcast Pass the Baton: Empowering Students in Music Education. Her writing has been featured in several online publications, as well as on her blog, Off the Beaten Path: A Music Teacher’s Journey.

When not teaching, Theresa enjoys reading, running, traveling to visit family and friends, and spending time with her dog, Dizzy.

Instagram @MusicalTheresa and @PasstheBatonMusicEd

Choralosophy Podcast (@choralosophy) • Instagram photos and videos

As I hit this milestone, I’ve been reflecting on how the landscape of “online work” has shifted—and how it hasn’t. I have also learned that many gatekeepers exist within the legacy of our art form. It is a system of hierarchy I have spoken on before and am quite familiar with. And it isn’t entirely unreasonable. Every industry and academic discipline will, over time, develop traditions related to “who gets to speak?” The gate being kept is usually related to legitimacy. “Online presentations” vs. “convention presentations” would be an example in today’s Choral Music world. One is seen as legit, and the other clickbait. Or, put another way, did someone “ask for you opinion?” or “did you just post it online unsolicited.” In my case, it’s both… Seven years ago, no one asked. I just started posting. But now, people ask… The problem is, that this is not the normal process a generation of music educators were raised to envision career building. We were raised to build our influence and success through professional organizations and institutions. Not the internet. But, here we are. Read the rest of this piece on Substack for FREE!

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

7 Years of Choralosophy: The View from the Other Side of the Mic by Chris Munce

Seven years ago, Choralosophy was an experiment. Today, it’s a career. It is a job, no different than your job, albeit a bit more public? Today is the show’s 7th birthday. Here is what I’ve learned:

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

Choralosophy Podcast (@choralosophy) • Instagram photos and videos

In this conversation, Kevin Lackie joins me to discuss the importance of classroom management and structure in choral education. This also the topic of a recent Choral Journal (ACDA) article that Kevin wrote. Be sure to check that out! He emphasizes the need for teachers to create an inclusive environment where students feel expected and engaged.

Many useful portions of this episode center around the ways that one unified educational philosophy can be adapted to a variety of teaching realities. Chances are, our tactics could be different but the philosophy is the same! Kevin shares his journey in music education, highlighting the significance of warm-ups and the role of philosophy in teaching. The discussion also covers strategies for redirecting student behavior and building buy-in among students, ultimately aiming to foster a cohesive and productive learning atmosphere.

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!

Kevin Lackie, conductor, educator and baritone, brings extensive skills in choral-vocal technique and community development. With a background of building and repairing choral programs across the east coast, his ensembles regularly receive praise for artistry, programming, and connection with their community. Most notably, Kevin Lackie made his Boston Symphony Hall conducting debut for the Boston Symphony Orchestra’s Opening Week 2025 program “Music’s Next Generation.”

A passionate educator, Mr. Lackie was the longest-standing member of the Fairfax County Public School curriculum writing team that wrote a grade 5-12 choral curriculum that is used in 196 schools in Northern Virginia. Kevin regularly presents at conferences and universities and is published in the ACDA Choral Journal with a ChorTeach article on classroom management. Additionally, he has been a proud Mentor Teacher supporting new teachers in their programs.

Mr. Lackie is also an advocate for socioeconomic equity in the choral world. Kevin founded the New Hampshire-based “Scores Project,” which raises funds to donate to local public music programs in need of financial support. Dedicated to the belief that no child should be denied access to music due to a lack of finances, this project has continued for almost a decade, uninterrupted by the pandemic, and has contributed to choral programs around the state.

Prior to moving to Boston, Kevin Lackie was the Founder and Artistic Director of the Mount Vernon Chamber Singers in Alexandra, VA. He has served as Music Director and Director of Traditional Worship in numerous church denominations and taught middle and high school choral programs. Additionally, he serves as Tenor-Bass Repertoire & Resource Chair with the Virginia Chapter of the American Choral Director’s Association. Currently, he is on the teaching staff at Harvard University assisting the Harvard Glee Club and is a graduate conductor with Boston University’s 150-voice Symphonic Chorus. Kevin earned degrees from Keene State College, East Carolina University, and is pursuing his Doctorate in Conducting at Boston University.

Choralosophy Podcast (@choralosophy) • Instagram photos and videos

In this episode, Bruce Rockwell returns to discuss the challenges and strategies of teaching beginning level choirs. Be sure to check out Episode 195 where we discuss the critical importance of Elementary school choirs. Here, Bruce shares his insights on the importance of creating a positive choral culture and the need for differentiation in instruction to accommodate diverse student backgrounds.

He emphasizes the value of concurrent enrollment, where advanced students can “bring a friend” and mentor beginners, fostering a supportive learning environment. The conversation also touches on the unique challenges of teaching boys in choir, particularly those with pitch matching difficulties, and the strategies Bruce employs to address these issues. Additionally, we discuss effective repertoire selection and the importance of viewing the training choir as a vital part of the choral program, rather than just a stepping stone to advanced groups. Join us as Bruce shares his wealth of experience and practical advice for choral educators.

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!

Bruce Rockwell received his BA in Music from the University of California at Santa Cruz, and his MM in Composition from the San Francisco Conservatory of Music, where he studied with Conrad Susa and David Conte. He taught and directed music ensembles for the San Francisco Waldorf schools and the Town School for Boys. Since 2010 Bruce has been the choir director at College Park High School in Pleasant Hill, CA, where he also teaches piano and guitar. Bruce is a frequent guest for music education podcasts, and continues to write and present journal articles and conference sessions on various topics of interest to music educators.

Choralosophy Podcast (@choralosophy) • Instagram photos and videos

Hear to discuss the issue and its nuances is Dr. Craig L. Robertson, a choir director at HBCU, Virginia State University. He reflects on his upbringing in a military family, which exposed him to diverse cultures and experiences, shaping his perspective on music and education. The discussion then delves into the misconceptions surrounding HBCU choirs, particularly the assumption that they are primarily gospel choirs. Dr. Robertson emphasizes the importance of recognizing the diversity and skill within these ensembles, advocating for a broader appreciation of their repertoire.

We also touch on the significance of music literacy and the role of educators in expanding students’ musical horizons. Dr. Robertson shares personal anecdotes about his passion for teaching and the joy he finds in watching students break cultural stereotypes through music. The episode concludes with reflections on the impact of diverse experiences on personal growth and the importance of embracing all aspects of one’s cultural heritage.

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!

Dr. Craig L. Robertson is Director of Choral Activities and Assistant Professor of Music at Virginia State University, where he conducts the Concert Choir and Chamber Singers and teaches applied voice, conducting, and choral music education. Under his leadership, the VSU choral program has grown from 15 to more than 60 singers and has earned national visibility through performances at major conferences, festivals, and special events. In 2026, Dr. Robertson and the VSU Concert Choir were invited to perform during the inauguration ceremonies of Governor‑elect Abigail Spanberger, the first female governor of the Commonwealth of Virginia.

His work also includes a collaborative research initiative with UCLA exploring the choral music of Dr. Undine Smith Moore through archival study, oral histories, and performance. A sought‑after guest conductor and clinician, Dr. Robertson regularly works with honor choirs and presents at music education conferences. He holds degrees from Virginia State University, Georgia State University, and the University of Colorado Boulder.

Choralosophy Podcast (@choralosophy) • Instagram photos and videos

Or, do we have a hero complex of sorts that we need to work out with our therapists. I know I did in the early years. In my Masters Conducting recital, I was told that “it looked like I was working way harder than the singers.” In my first, 5-6 of teaching I was absolutely working harder than anyone in the room.

If a note or rhythm was going to be right, it would be because I played on the piano or sang it. I was the barrier to learning when I was wrong, and the gateway to learning when I was right. ALL of the weight of the learning fell on me. I was falling on my sword every day and didn’t know it. My job isn’t that way at all anymore. Now, I teach them TOOLS, and let them build the music with them. It is also hard work. But, I no longer feel like I am the only one working. Class is more fun, we laugh more, kids focus more, get in less trouble, and the final product is better. So, lets dig into why that is.

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 Facebook

Choralosophy Podcast (@choralosophy) • Instagram photos and videos

In this next iteration of the “The First Days of Choir,” inspired by Harry Wong’s educational text “The First Days of School” we get to be a fly on the wall during a discussion I had with a group of teachers not too long ago. We can start the year off right, and still lose momentum if we are not A. Assessing for understanding and proficiency, and B. showing kids that they CAN apply the skills they learned first semester.

Here, we unpack “whole language proficiency” and the auditory skills we want to develop. I will emphasize the importance of student-led sectionals, individual assessments, and creating a supportive learning environment to build confidence and resilience in young musicians. The discussion also covers grading philosophies, addressing student anxiety, and integrating sight reading into rehearsals to enhance overall performance and learning outcomes. At the end, you will even hear a portion of my “rehearsal bootcamp” that I love to do with teachers in workshops to have them “feel” these processes first hand.

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 Facebook

Choralosophy Podcast (@choralosophy) • Instagram photos and videos