Choralosophy

In this episode, Joanne Bozeman—a researcher, voice teacher, and expert on hormonal impacts on the voice—shares her personal and professional insights into how menopause and perimenopause influence vocal health. Beth Munce sits down with Joanne in a personal, vulnerable AND information rich episode. Joanne also recently co-authored “Singing Through Change” which is a must read for anyone who wants to be informed on the topic.

Whether you’re a singer, voice teacher, or a woman experiencing these changes firsthand, this conversation offers clarity, reassurance, and practical guidance.

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!

Joanne Bozeman, a graduate of the University of Arizona, has been a singing teacher for nearly 50 years. As a faculty member of Lawrence University’s Conservatory of Music, she taught singing and related courses, and was an actively performing soprano, specializing in recital repertoire, oratorio, and chamber music. Joanne developed a keen interest in the relationship of hormones with voice and the female lifespan, and co-authored the book, Singing Through Change: Women’s Voices in Midlife, Menopause, and Beyond, released in 2020. Her other serious interest concerns the singing voice and hypermobile conditions and postural orthostatic tachycardia (POTS.) Joanne is a frequent presenter for many organizations, including the National Association of Teachers of Singing, the International Congress of Voice Teachers, the British Voice Association, Pan American Vocology Association and numerous voice education collectives. Retired from academia, Joanne continues to be engaged with the voice community as an independent teacher and researcher.

Bensoussan, Yael, et al. “Menopause and the Voice: a Narrative Review of Physiological Changes, Hormone Therapy Effects, and Treatment Options. Menopause, 33(2), 2026, 232-241. DDOI: 10.1097/GME.0000000000002636

Choralosophy Podcast (@choralosophy) • Instagram photos and videos

How do we navigate the conundrum of a performance based institutional system with the “slower at first” tools based philosophy that we know is best for long term growth? How do we convince an administrator to be patient while we program build?

In this special episode, I give a detailed response to an audience letter all the way from Kenya. No matter where in the world you lead ensembles, especially educational ones, you will identify with this person’s problem.

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

Beat is felt in the body, constructed in the brain, and CAN be taught. Rhythm is the next layer of time division. Choirs are notorious for not being great at it… Mine are no exception. A few years ago I got tired of choirs that struggle with rhythm and beat. So, we began installing more tools. We are nowhere near where we need to be, but we are getting there!

In Part 4, we will go through the various rhythm tools that solve 99% of rhythm problems for singers, and players alike. We STILL want students to hear music happening, as fluently as language, in their head. And as Carol Krueger said wisely in episode 90, we want them to “be able to grab a score, and go sit under a tree and read it like it’s Moby Dick.” But how do we do this? (Pitch is only one part of the puzzle. Be sure to go back to Part 1-3 if you

The secret is the sequence, the repetition and the QUESTIONS! The ones we ask, and eventually the ones they learn to ask.

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

The scaffolding began at birth. The audio library is more advanced than you think. Begin introducing both the sound and the sight… BUT… don’t let the sight get ahead of the sound AND the muscular coordination required to reproduce it fluently.

In Part 3, we dig out the first tool. Solfége. We want students to hear music happening, as fluently as language, in their head. And as Carol Krueger said wisely in episode 90, we want them to “be able to grab a score, and go sit under a tree and read it like it’s Moby Dick.” But how do we do this?

The secret is the sequence, the repetition and the QUESTIONS! The ones we ask, and eventually the ones they learn to ask.

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

Matthew Arau is the guest. Yes… ANOTHER band teacher…

Back in January, I accidentally attended Matthew’s session at the recent Missouri Music Educator conference. You read that right. I went into a room where choir things normally happen. But when I heard Matthew teaching people about the importance of audiation, vocalization and all of the internalized music comprehension concepts in a band class, I stayed glued to my seat. After the session, I introduced myself, and now we are here.

In this episode, Matthew Arau, an instrumental educator and leadership author, shares innovative strategies for integrating vocalization into instrumental and band education. He is also a passionate advocate for Mindfulness, and the “inner work” of the conductor/teacher as a leader in their environments. We discuss how to achieve a kind of teacher peace and how this can improve our attitude about work, but also can influence classroom management and culture. Music educators of all stripes won’t want to miss this episode.

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!

Internationally renowned speaker, author, and conductor, Dr. Matthew Arau empowers people to their shatter limiting beliefs, unlock their full potential, and orchestrate their lives in alignment with their values and vision. As the founder and CEO of Upbeat Global and author of the bestselling book, Upbeat! Mindset, Mindfulness, and Leadership in Music Education and Beyond, Dr. Arau believes in the power of gratitude and joy to make meaningful, transformative change from within. Drawing on his 29 years as a conductor, music educator, leadership expert, and professor, Matthew empowers educators, entrepreneurs, and executives to create inner harmony and rekindle their inner spark through focusing on well-being, purpose, and mindset.

Additionally, Dr. Arau is an Associate Professor of Music and the Chair of the Music Education Department and Symphonic Band Conductor at Lawrence University in Appleton, Wisconsin, a Conn-Selmer Education Clinician, and the Leadership Editor for GIA Publications. Dr. Arau has guest conducted, led professional development, and presented clinics on leadership, mindfulness, overcoming burnout, growth mindset, rehearsal techniques, and creating positive cultures in 40 states and 4 continents in person. Thousands of high school students and educators have attended his Upbeat! Leadership Workshops across the United States to develop their leadership skills and reach for their fullest potential. In addition to being in demand as a keynote speaker, presenter, and professional development facilitator, Dr. Arau has conducted honor bands in Australia, Thailand, Greece, Cyprus, and Malaysia, and All-State honor bands across the United States.

Resources

Upbeat Global –
GIA Music – Upbeat Resources –
Power of GET Leadership Quiz –
Upbeat Leadership Academy –

Dr. Arau draws on a deep reservoir of fifteen years of experience as a successful middle school and high school band director in Loveland, Colorado, where he led his bands at Walt Clark Middle School and Loveland High School to numerous honor performances and championships and pioneered the Leadership Symposium. He lives with his wife Merilee in Neenah, Wisconsin accompanied by their sugar glider, Flash, and two Dachshunds, Savannah and Eli.

Choralosophy Podcast (@choralosophy) • Instagram photos and videos

There’s a growing narrative in music education right now that what we’ve been doing for decades just isn’t working anymore. My guest today, Kevin Droe, makes that case in a recent TED Talk—arguing that if we don’t rethink school music programs, we risk losing students altogether.

Now, I want to say this up front: Kevin’s not coming at this from the outside. He’s a music educator, a band director, someone who clearly believes in what we do. And I think that matters.

But I also think some of the assumptions behind this argument need to be examined a little more carefully.

This conversation is honest, respectful, and at times… a little challenging. Which probably means it’s one worth having…

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 Droe, Ph.D., is an Associate Professor of Music Education at the University of Northern Iowa. He specializes in teaching undergraduate and graduate music education. Alongside his teaching and research responsibilities, Kevin Droe is the founder of the UNI Spectrum Project. This initiative offers children with differing abilities a weekend of music, movement, drama, and art activities. His research focuses on special populations, innovative music education, and popular music.

In 2018, Kevin established AmpCamp, an annual summer popular music youth camp. In 2022, he launched Spectrum JamFest, an annual youth music festival. Kevin Droe teaches workshops in audio, modern band and popular music education throughout Iowa. When not teaching and researching, Kevin is the drummer for Corn Riot, a punk metal band made up of faculty and staff of the UNI School of Music. He holds degrees from the University of Northern Colorado and a Ph.D. in music education from The Florida State University.

UNI Modern Band YouTube – https://www.youtube.com/@unimodernband3038/featured

UNI Spectrum Project – https://www.spectrumproject.org/

Choralosophy Podcast (@choralosophy) • Instagram photos and videos

Are we speaking a language our communities actually understand?

In this special live episode recorded at the Southwest ACDA conference, we move past the performative “curated consensus” of the professional bubble. For seven years, Choralosophy has been a space for the conversations we’re often disincentivized from having—and this panel is no exception. I was joined in Albuquerque by Odell Zeigler, Clelyn Chapin, Heather Orr and Reginal Wright for a lively and informative discussion you won’t want to miss.

We dive deep into the terminology that defines our field: Excellence. Rigor. Access. Equity. These words matter, but through overuse, they risk becoming social signals rather than clear objectives. If we can’t define what we mean to the “normal” people—the parents, administrators, and taxpayers who sustain our programs—we risk losing them entirely.

In this episode, we tackle:

It’s time to be precise, be brave, and look beyond the buzzwords to the future of the choral profession.

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!

Reginal Wright is a renowned composer, conductor, and educator whose compositions blend melody, rhythm, and text into powerful musical narratives that engage both performers and listeners. An accomplished composer, his works are performed widely and cater to choirs of all levels from beginning ensembles to advanced collegiate and professional groups. With over 25 years of experience, he has received numerous awards for his work in middle and high school education. As a conductor, he fosters collaboration and artistry in choirs of all levels, helping them reach their full potential. 

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. Before joining the faculty at UNC, Clelyn spent 14 years teaching and conducting secondary, collegiate, and community ensembles in Texas, Colorado, and Michigan. 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. 

Heather Orr serves as Assistant Director of Choral Activities at Texas A&M University, where she conducts the freshman ensembles Bella Voce and Legacy Voices. She previously spent 30 years in public school music education as Head Choir Director at Montgomery High School in Texas. Orr is a frequent clinician, adjudicator, and presenter, with expertise in treble choir tone development and effective rehearsal strategies. Her ensembles have presented nine invited convention performances at the TMEA, SWACDA, and ACDA. Orr holds a Master of Arts in Vocal Pedagogy from The Ohio State University and a Bachelor of Music in Voice Performance from Heidelberg College, and is currently pursuing a Doctorate in Music Education. She is the mother of four grown children, grandmother to three grandsons, has been married for 32 years, and they are  now navigating life as empty-nesters with their dog, Nugget.

Odell Zeigler, IV, is the Director of Choirs at the Visual & Performing Arts Academy at Booker T. Washington High School in Norfolk. He leads Concert Choir, Women’s Chorale, Men’s Chorus, and Mixed Chorus, and teaches Music Appreciation and AP Music Theory. Odell is an active clinician, adjudicator, and speaker who presents regularly at All-State and All-Region conferences across the country. He deeply values time with his family, taking great joy in watching his children grow in their academic pursuits and sports, and in sharing family vacations together each year. 

Choralosophy Podcast (@choralosophy) • Instagram photos and videos

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