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Presenting the Session and responses. They were equally proud of themselves.
Presentation Day came quickly. I knew that my first Then I asked them to share their most memorable mo-
goal and joy was to thank the many people in the au- ment from the session. Without hesitation, they all re-
dience who made financial contributions to assist us in plied, “The Jason Max Ferdinand Concert!” I was both
making this trip happen. I wanted people to know how surprised and excited. After all our personal prepara-
appreciative we were for the support we received. tion and performance, I was certain their first thoughts
We presented two sessions that day. We had a few would be to reflect on their own performing experience.
hiccups, but the students were actively engaged and The most memorable moment for them, however, was
dedicated to doing their best. One of the most impact- a performance by another ensemble. That made me
ful moments in each Insight Session was when choris- so proud of them for broadening their experiences in
ters were asked to give their personal testimonials on choral listening. Students find their musical inspiration
how they connected to the repertoire and how the rep- from a myriad of influences.
ertoire helped to create a place of belonging for them. I hope you consider applying to present at the next
Students were not coached on their personal reflections regional or national conference. No matter whether
or on how they should connect to each song so that dis- sight-reading tools, vocal pedagogy tips, or the blue-
cussion could be organic and somewhat spontaneous. print on how to build the best booster program, if you
They were, however, asked to keep notes about which have something to share, trust yourself and be brave!
songs they best connected to and, if they were willing, You don’t know what will happen until you try.
share those thoughts in the session with the audience Table 1 shows the list of the selections presented in
in an honest and sincere manner. The students truly the session with points of accessibility. We hope that
felt that was one of their favorite moments. As their your students will have a meaningful experience sing-
teacher, I agreed. The personal element added a layer ing and learning these pieces, as we did.
of meaning that was critically important.
Edryn J. Coleman, a student-centered educator,
teaches choir and piano at Oakland Mills High School
Reflections and choral methods courses at the University of Mary-
Once we returned from our travels, we made time land, Baltimore County, while passionately advocating
to reflect on the overall experience. The students felt as for accessibility in choral literature and the diversity of
though they “left their mark on ACDA,” as one student composers performed.
said. They were overwhelmed with audience support

Table 1: Repertoire Selections Presented in the Session

Title Composer Publisher Voicing Points of Accessibility (teaching and learning)

JAM! Tracy Wong Graphite SSA, SAB Shared unison beginning theme between all voice parts
Publishing (mm. 1-18)

Uncomplicated rhythmic figures throughout the
selection

Supportive ostinato in the Baritone line (mm. 19-22)

Accessible vehicle for singing non-English text

60 CHORAL JOURNAL March/April 2025 Volume 65 Number 7