Month: February 2026

Is a podcast “real PD?” Is it a trustworthy source of information? What are the best ways to use one? What are the worst? Why do music educators listen?

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!

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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

Be Sure to Find Choralosophy on TikTok!

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

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Choralosophy Podcast (@choralosophy) • Instagram photos and videos

@choralosophypodca

    

An important distinction for young teachers: we want our students to view our class as safe, free and open. But, in order to do this, there must be an “operating system” running in the background. A clearly defined structure, procedures, and yes, rules. (Clutches pearls.)

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!

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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

Be Sure to Find Choralosophy on TikTok!

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.

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Choralosophy Podcast (@choralosophy) • Instagram photos and videos

@choralosophypodca

    

It can be so tempting for ensemble music directors to fall into a kind of tunnel vision where all roads lead to the “top group” or most advanced ensemble. After all, they are often the ones able to showcase the “culmination” of what our program can do. But this must not be done at the expense of the beginner experience.

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!

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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

Be Sure to Find Choralosophy on TikTok!

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.

View this profile on Instagram

Choralosophy Podcast (@choralosophy) • Instagram photos and videos

@choralosophypodca