Don Stinson is the Director of Bands at Joliet Central High School, only the fifth director in the band’s 110-year history. He directs the symphonic band, concert band, big band, jazz combo, pep band, marching band, and teaches advanced placement music theory.
Mr. Stinson is a 2002 alumnus of Joliet Central, and he holds degrees in music education from Joliet Junior College, VanderCook College of Music, Northern Illinois University, and a master’s degree in education administration from the University of St. Francis. Under his direction, the concert programs at Joliet have performed at numerous competitions and festivals. Performance highlights include invitations to Lincoln Center in New York, the prestigious Illinois SuperState Festival at the University of Illinois (2017, 2018, 2019), a superior rating and multiple caption awards at the Smoky Mountain Music Festival, and superior ratings and Best of Day awards at the Illinois High School Association contest. In 2021, the band will perform in a special ceremony at the Midwest Band and Orchestra Clinic.
Don holds five Citations of Excellence from the National Band Association, is a 2017 CMA Music Teacher of Excellence, a four-time-named Grammy Music Educator Quarterfinalist, a Conn-Selmer VIP for Music Education, and a National Board Certified teacher. In 2018, Mr. Stinson was recognized by his colleagues with the Chicagoland Outstanding Music Educator Award. In 2021, he was recognized as one of Yamaha’s “40 Under 40” educators. He is a member of the Phi Beta Mu International Bandmaster’s Fraternity, the National Band Association, and the Illinois Music Educators Association. He is the host of the music education podcast The Bandmasters. He lives outside of Chicago with his wife Jenna and their five children, Evelynn, Jasper, River, Talia, and Violet.
Music is expensive for some families, and financial barriers and time constraints are limiting factors in students’ participation in school music. There are many labels used to describe students without a lot of money and/or support: low-income, high needs, underserved, less fortunate, poor, poverty-stricken, and impoverished, to name a few. This session helps teachers understand where low-income and high needs students are coming from. Strategies are presented to help with teaching, supporting, and advocating for students from low-income and high need situations. Attendees participate in interactive scenarios familiar to most music teachers. Identifying and working with dysfunction is of special focus. The session will also help attendees understand and locate financial resources for their programs. This session is presented with a goal of identifying some real situations in our schools while focusing on empowering and uplifting teachers and students in our music programs.
Similar session to the above, but tailored towards college instructors in teacher preparation programs, pre-service teachers, and early-career teachers.
Special session by request for collegiate elementary music methods course. Mindset, practical advice, and strategies for guiding at-risk students in their early development are discussed. Question and answer and breakout sessions are an integral part of this session.
Money doesn’t solve everything, but it helps! This session gives a brief overview of school finance, including school budgets, activity accounts, parent club accounts, community donations, and programs such as Title I. Session participants will then work with Don and other session members in the larger group, small group, and individually to work on plans and proposals for equipment and services that benefit their students and programs. A special focus will be taken on techniques for music teachers to both advocate and negotiate for themselves and their programs and shift to a mindset that “there is always money somewhere.” Finally, some budget-saving techniques and tips will be shared to help best spend the dollars that we already have. Upon completion of the session, participants will have access to sample financial request scripts and proposals.
Topics include: How to Say No, Dissecting the Giving Tree, Why Selfishness is Better Than Selflessness, and Why Putting Yourself First is best. Teachers are the profession that makes every other profession possible. We’re important, and sometimes it’s OK to act important! In today’s climate, many teachers feel like they are losing their agency or are just unable to say no. Interactive scenarios and practice sessions are a core part of this session! Participants will be able to practice live with scripts and suggestions in a safe environment. In short: this session talks about what they don’t have time to teach you in college and helps the teacher find their voice and agency.
Students have many reasons for not practicing. Some live in rented homes or in apartments, and their landlords may not allow them to play loud instruments. Others may share bedrooms with siblings and cannot practice in the common areas of the house. Other students share an instrument and cannot take the instrument home. Many young people work outside of school. Playing instruments or singing after school or on weekends is not an option for most. But the only reason that really matters? They don’t want to. This session focuses on designing your classroom time, program goals, and methods in order to operate without forcing practice on students. Educators will work towards focusing on what they can and cannot control and will use strategies for goal setting that directly involve students. The session will especially focus on maintaining or improving the quality of music programs while allowing students to have agency over their time and goals. Session participants will explore methods that encourage students to practice on their own without being held to a grade or expectation.