ETM Summer Camp
The Richard’s Institute and Education Through Music
Summer Camp
music • art • storytelling
June 17-21, 2013
St. John the Divine Episcopal Church
2450 River Oaks Boulevard, Houston, TX 77019
ETM Camp Brochure
ETM Camp Registration
Children are guided in joyful song and play by teachers fully trained in the philosophy of Education Through Music. Children are drawn into learning effortlessly as they participate in each song-experience game. The state of mind created fosters a sense of well-being that opens up the learning channel and sets the stage for profound growth. Children delight in the storytelling and visual arts activities as well. A common response to the experience – by all ages – is “Let’s do it again!” Your child will experience priceless moments of song, story and art. . . and many new friends who will delight in you and your family. So, come. . . all of you!
Education Through Music and The Richards Institute
Education Through Music is a teaching method created by internationally renowned educator Mary Helen Richards, based upon the unique ideas of Hungarian composer and music educator Zoltán Kodály. Richards was keenly interested in exploring how children learn and the significant role of song and play in a child’s development. She believed in the gift of the natural singing voice as the one musical instrument given to each person as a birthright. Education Through Music resulted from Richards’ early work with children and music in the mid 1950’s.
Education Through Music adapted Kodály’s philosophy, effective interpersonal interaction, and musicality to the unique character and needs of North American children. Native language folk songs were collected, developed, and examined for their usefulness and then explored by hundreds of children in classes across North America. Education Through Music expanded their goals to reach the entire child – all children – in their musical, communication, movement, interactive, and cognitive needs.
Contemporary findings in developmental neurobiology and neuropsychology with regard to child learning and well-being have significantly validated the Education Through Music approach. Education Through Music now captures the attention of music, classroom, and early childhood educators; special education teachers; speech and language therapists; occupational therapists; pediatricians; neuroscientists; parents; and choral directors.
The Richards Institute of Education and Research was founded in 1969 in response to interest in Education Through Music. The Institute provides graduate programs in Education Through Music, winter courses, one-on-one consultations with classroom teachers and weeklong summer day camps.
Executive Director of Education Through Music
Randal McChesney is an active author, teacher, lecturer, and researcher in the field of childhood development, learning, and intervention. Randy has traveled extensively developing a worldwide network of educators. This network is committed to redefine and reposition educational approaches, aligning them with the most current research in childhood well-being and neural development.
Randy holds degrees in music, music education, and with post-doctoral studies in developmental neurobiology. His teaching background is broadly based, including work with toddlers, elementary, junior high, and high school children, physically handicapped, mentally handicapped, hearing impaired, and the aged. He is an active clinician and adjudicator in choral music education and developmental neuropsychology in music and learning, conducting honor choirs and camps internationally and at home.
His recent interests include the neurobiological implications of music study for all children, especially those who are behaviorally at risk and who present with varying degrees of attentional problems and functional illiteracy. He continues to publish articles related to children’s development and well-being through musical interaction and study.
With a Deep Sense of Joy
“I was amazed to watch the children ‘play’ together. With a deep sense of joy, the children were able to internalize what it means to wait, participate, listen, think, move, time their response, interact with others, organize, strategize, predict, self-monitor and learn compassion, empathy and regard. Every child should have this opportunity!” ~JCW, learning specialist and parent
