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FDK Resources – Summary Statement and Supporting Files
The Ontario Music Educator’s Association has created this collection of music activities for Music Specialists, Designated Early Childhood Educators (DECE) and Kindergarten Teachers. These educators provide rich and engaging music activities that will teach our youngest students the joy of music-making as they develop their musical skills, knowledge, creativity and musical thinking. You will find...
FDK – Going Bananas Lessons
The Ontario Music Educator’s Association has created this collection of music activities for Music Specialists, Designated Early Childhood Educators (DECE) and Kindergarten Teachers. These lessons provide rich and engaging music activities that will teach our youngest students the joy of music-making as they develop their musical skills, knowledge, creativity and musical thinking. These lessons focus...
- Elements of Music
FDK – Sound in our Environment Lesson Plans
The Ontario Music Educator’s Association has created this collection of music activities for Music Specialists, Designated Early Childhood Educators (DECE) and Kindergarten Teachers. These educators provide rich and engaging music activities that will teach our youngest students the joy of music-making as they develop their musical skills, knowledge, creativity and musical thinking. This set of...
FDK – I Feel Happy (Exploration of Feelings) Lesson Plans
The Ontario Music Educator’s Association has created this collection of music activities for Music Specialists, Designated Early Childhood Educators (DECE) and Kindergarten Teachers. These educators provide rich and engaging music activities that will teach our youngest students the joy of music-making as they develop their musical skills, knowledge, creativity and musical thinking. These lesson plans...
FDK – Music Community Lessons
The Ontario Music Educator’s Association has created this collection of music activities for Music Specialists, Designated Early Childhood Educators (DECE) and Kindergarten Teachers. These educators provide rich and engaging music activities that will teach our youngest students the joy of music-making as they develop their musical skills, knowledge, creativity and musical thinking. The attached documents...
FDK – Introduction to the FDK Lessons
The Ontario Music Educator’s Association has created this collection of music activities for Music Specialists, Designated Early Childhood Educators (DECE) and Kindergarten Teachers. These educators provide rich and engaging music activities that will teach our youngest students the joy of music-making as they develop their musical skills, knowledge, creativity and musical thinking. Introduction to the...
- Vocal
Grade 2 – GPS (Grade Performance Steps) – Vocal
The GPS (Grade Performance Steps) – The Road to Musical Success! are a series of performance tasks that will provide your students tasks that will teach the Fundamental Concepts from the Revised Ontario Music Curriculum Grades 1-8 required at each grade to achieve musical success! GPS-Grade-2-Vocal (compressed zip file) Youtube Links Primary Grade 2 Task 2 […]
- Vocal
Grade 1 -GPS (Grade Performance Steps) – Vocal
The GPS (Grade Performance Steps) – The Road to Musical Success! are a series of performance tasks that will provide your students tasks that will teach the Fundamental Concepts from the Revised Ontario Music Curriculum Grades 1-8 required at each grade to achieve musical success! GPS-Grade-1-Vocal (compressed zip file) YouTube Video Resources: Primary Grade 1 […]
- Vocal
- 2016 Resonate
Laura Menard: EASY APPROACHES TO VOCAL JAZZ PEDAGOGY FOR THE (WARY) CLASSICAL CHORAL CONDUCTOR
Topic list: jazz approaches, pedagogy, vocal music, resources Grade level: senior elementary and secondary students Search terms: jazz, exercises, vocal, pedagogy approaches-to-vocal-jazz-omea-nov7-1...
- History
- 2016 Resonate
Lauren Simmons: “How To Talk About Music History So Kids Will Listen (And Listen So They Will Talk)”
? A ‘Brief’ excerpt of your presentation: Music History is a narrative… and narratives are interesting. Every good story needs chapters. The more relatable the story, the better. Busy work is boring, meaningful work is meaningful, and note-taking should be for things of note. Consolidation of learning can be demonstrated in a number of ways....
- 2016 Resonate
Josh Hill and Brennan Connolly: Program Growth Through Community Building
I had the privilege of presenting at the conference this past weekend and we had a student present along with myself and my co presenter. She prepared some reflections based on the topic of our session. After the session a number of people wanted a copy of her reflections as they were very moving. I...
- 2016 Resonate
Jane Wamsley: Elementary Resource Writing Team Output 2016
1music-elements-chart_pics apps-for-the-music-classroom apps-for-the-music-classroom2 frenchelementaryresources2016 listeningjournal-2 omea-junior-lesson-plans omea-primary-lessons-plans omea-lesson-plan-jso presentation1-autosaved Tale and Tunes – INTERMEDIATE UNIT Tales and Tunes-PRIMARY UNIT Tales and Tunes -JUNIOR UNIT...
OMEA Constitution
Our current OMEA constitution, revised 2011. omea-constitution-v-2011...
- 2016 Resonate
Isaac Moore – Student Leadership and Music Councils
Starting and Running an Effective Music Council at your School Running a music program is a lot of work. On top of all of your duties as a teacher, there are a countless number of tasks that need to be done to keep your program running on all cylinders. You can’t possibly do everything on...
- Improvisiation
- Stage Band
- 2016 Resonate
Seth McNall – Jazz Instruction in the Classroom
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OMEA resources have been accumulated and developed over several decades. It is important for us to recognize, respond to, and redress any bias or inequity that exists in our resources, and to cultivate and sustain equitable, inclusive, and diverse resources. We recognize the white settler colonial roots of music education in Ontario and are working to ensure that the OMEA resources offer opportunities to affirm, and also learn more about, the diverse identities of educators and learners. We are in the process of examining current and future resources to ensure they are in accordance with our Equity Action Plan.
We honour and value the lived experience and wisdom our membership brings to the OMEA. To create equitable learning spaces where educators, students, and community can learn alongside each other, we recognize this work belongs to all of us. We invite all members to share their insights and suggestions about the resources posted on the OMEA website by contacting resourceeditor@omea.on.ca
