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December, 17, 2015
01:30 PM - 02:30 PM




Joseph Manfredo

Joseph Manfredo

[email protected]
Kara L. Lycke

Kara L. Lycke

[email protected]

Incorporating Literacy Strategies within the Performance-based Band Class

Clinic Synopsis:

This session will provide information on text reading literacy concepts that correlate to music reading, including Phonics, Phonemic Awareness, Whole Language, Fluency, and Sight Words. The presentation will provide easy-to-use strategies that will allow you to apply these concepts for music reading within a band class. Video examples of teaching episodes using these concepts in rehearsal will be included.

Joseph Manfredo - Biographical Information

Joseph Manfredo is an Associate Professor of Music at Illinois State University. At ISU, he is the Coordinator of Music Education and teaches courses in instrumental music education. Professor Manfredo conducted All-State and Honor Bands in the U.S. and Canada. His collegiate bands have performed at national conferences. He is conductor of the Festival Band for the Falcone Euphonium and Tuba Festival. Manfredo made presentations at the Mid-West Clinic, CBDNA, and NAfME. He made presentations at state music conferences, including Illinois, Michigan, Ohio, and Texas, and internationally in China, Germany, and Brazil. Manfredo published articles in the Groves Dictionary of Music, Journal of Band Research, and Music Educators Journal. He is on the editorial board of WASBE. Manfredo is a member of the Advisory Committee for the Midwest Clinic. He received the Hoffman Award for Teaching Excellence by ILMEA. He received the Outstanding Bandmaster Award by the XI Chapter of Phi Beta Mu.

Kara L. Lycke - Biographical Information

Dr. Kara L. Lycke is an Assistant Professor of secondary literacy and instructional methods at Illinois State University. As a high school teacher, college professor and university researcher, she works to understand and support adolescent literacy both in and out of school. Her research interests include the confluence of literacy and identity development, secondary pre-service teachers’ notions of literacy in the content areas, young adult literature, critical pedagogy/literacy, education in place, and qualitative methodologies. Recent publications include a collaborative, interdisciplinary article in The Social Studies, entitled “Dimensions of Citizenship through the Lens of The Hunger Games: Fiction and the Visual and Performing Arts as Springboards for Citizenship Education.”