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Official Instagram account for the National Association for Music Education. Founded 1907. Visit: nafme.org

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NAfME is here for you as a current, retired, or future music educator, and music education supporters. We are only as strong as our collective voices advocating for music education. Join today: nafme.org/membership

From the video: We are the National Association for Music Education, a collaborative community supporting music educators, advocating for equitable access to music education, an association where all people are heard, seen, and feel like they belong. Music is unique to the human experience and is essential to our humanity. Join us in our mission. by @nafme

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On Indigenous Peoples’ Day, NAfME honors the heritage and music of Indigenous peoples.

We encourage you to explore resources from @smithsonianfolkways for ideas you can bring into the classroom year-round: https://folkways.si.edu/genre/native-american

Also, the @librarycongress provides resources in “American Folklife Center Collections: Indigenous Peoples of the Americas” with digital presentations, music collections, and more: https://guides.loc.gov/indigenous-peoples-of-the-Americas-folklife

In NAfME Academy®, you can review the professional learning webinar “Culturally Responsive Teaching for Native Music Curriculum” presented by Sean Aaron Cruz, Teresa Cisneros, and Shannon Johnson. Learn how to subscribe here (free for members): https://nafme.org/professional-learning-events/nafme-academy/. About this webinar: Speak/Sing Native™ is a free K-12 music curriculum featuring contemporary Native artists and musicians. Developed in partnership with the Jim Pepper Native Arts Council, the Oregon Department of Education, and the Southern Oregon Education Service District, this curriculum offers educators a unique opportunity to integrate Native and Indigenous perspectives into music and arts education.

And watch “Thinking about Teaching the Music of Indigenous North American Cultures” presented by Patricia Shehan Campbell: https://nafme.org/resource/thinking-about-teaching-the-music-of-indigenous-north-american-cultures/

Links in our bio Indigenous Peoples' Day copy in white on teal, gold, red, brown graphic background by @nafme

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Congratulations to all the 2027 GRAMMY Music Educator Award Semifinalists! Learn which semifinalists are NAfME members, and nominate an educator today for the 2028 award: https://nafme.org/blog/22-of-the-2027-grammy-music-educator-award-semifinalists-are-nafme-members/ (link in bio)

Best wishes to all the semifinalists! Finalists will be announced in November.

Nominations for the 2028 award are open through March 15, with applications due March 31. Learn more: grammymusicteacher.com

@grammymuseum #GRAMMYs Image of the Grammy Music Educator Award by @nafme

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Register today for the October 28 professional learning webinar “More Than a Rehearsal: A Music Teacher’s Guide to Acing Observations” presented by Kamil Cooper and Troy Cato: https://bit.ly/AcingObservations (link in bio)

About the webinar: What does a strong music lesson look like through an administrator’s eyes? In this dynamic session, Kamil Cooper and Principal Troy Cato bridge the gap between rehearsal-based instruction and formal teacher evaluations. Using the ADEPT model as a framework, they will guide music educators through designing and delivering lessons that meet (and exceed) observation expectations—without abandoning the core of what makes music classrooms special. Learn how to structure your teaching, highlight student learning, and document progress in ways that resonate with administrators. Whether you teach band, choir, or general music, you’ll leave with ready-to-use tools and strategies to turn your everyday rehearsals into high-impact, observation-ready instruction. NAfME professional learning webinar. More Than a Rehearsal: A Music Teacher's Guide to Acing Observations. Wednesday, October 28, 7:00 to 8:00 PM ET. Headshots of presenters Troy Cato and Kamil Cooper. Register now bit.ly/AcingObservations by @nafme

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Thank you, @senatorlujan and @maziehirono, for introducing the Senate companion bill to the Arts Education for All Act!

The Arts Education for All Act aims to improve access to high-quality arts education and programming across the country by:

▪️Improving arts programming in caregiving and early education

▪️Providing support for arts access in K–12 schools

▪️Prioritizing professional development for arts educators

▪️Increasing the usability and accessibility of data on access to arts education

▪️Integrating arts education into afterschool and summer learning programs

▪️Facilitating arts education within the justice system

▪️Supporting the use of arts education in reentry and recidivism-reduction efforts

Urge your U.S. Representative and Senators to cosponsor and support this bill! https://bit.ly/support-arts-ed-for-all (link in bio)

@ndeodance @mediaartsedu @naea_arteducators @schooltheatre Logos for members of the Arts Education Alliance. Support the Arts Education for All Act! Proudly endorsed by the Arts Education Alliance. For the first time since the Arts Education for All Act was introduced in the House in 2021, the legislation now has a Senate companion bill! Recently introduced by Senators Ben Ray Luján and Mazie Hirono, S. 5635 would expand access to high-quality arts education and programming nationwide. Contact your members of Congress today and urge them to cosponsor the bill in both the Senate and House! bit.ly/support-arts-ed-for-all by @nafme

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It’s time for another episode of The Heart of Teaching Music! You can listen today on YouTube and all major audio platforms.

This episode features Amanda Karhuse, Assistant Executive Director for Advocacy and Public Policy, National Association for Music Education. Amanda, Julia, and Scott talk all things music education advocacy and policy–from the federal government all the way down to the school and district level.

Thank you to @giamusiceducation for sponsoring this episode. Learn more about GIA’s other music education offerings at giamusic.com/hotm. by @nafme

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We are 3 days away from the 2026 NAfME Virtual Symposium on Music Education and Students with Disabilities and/or Living in Poverty! Registration is free, but space is limited. bit.ly/Oct10MusicEdSymposium (link in bio)

During this online event, Alice Hammel and Joseph Abramo will close the day with “Teaching Students Who Are Intellectually Gifted, Twice-Exceptional, and/or Live in Poverty,” followed by breakout rooms for discussion.

About the session: “Students who are intellectually gifted, twice exceptional, or live in poverty are some of the most at-risk students in our K – 12 schools today. The level of understanding, the strategies for use, and the extent to which students are socially, academically, and emotionally included in our music classrooms are of great importance. The information in this presentation has been created to discuss new pathways for communicating and collaborating with students, other teachers, and caregivers.”

Join us! Headshots of Alice Hammel and Joseph Abramo. Teaching Students Who Are Intellectually Gifted, Twice-Exceptional, and/or Live in Poverty. Virtual Symposium on Music Education and Students with Disabilities and/or Living in Poverty. Saturday, October 10, 11:00 AM to 4:00 PM ET. by @nafme

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🚨In “Soaring Instrument Prices Could Stop the Music at Many Schools” (New York Times, October 2, 2026), Sydney Ember shares the challenges schools around the country are facing from tariffs that “are straining meager band and orchestra budgets.”

NAfME member Jeff Lipscomb a high school orchestra director in Kanawha County, West Virginia, shared, “I’ve actually had to buy instruments out of my own pocket.”

“I don’t even have a budget. Zero money,” shared Carolynn Langston, who has been teaching music at low-income elementary schools in Oregon for two decades. “Instruments are more expensive, which then squeezes even tighter on somebody like me.”

NAfME member Latasha Casterlow-Lalla, supervisor of visual and performing arts for Passaic Public Schools in northern New Jersey, shared that the prices of many instruments have grown exponentially since the pandemic. “A student saxophone that used to be $420 is more than $900. Tubas are at least $9,000, and the high school band wants four. If the proposed brass tariffs go into effect, she said, buying all of them would probably take her five or six years. By then, the would-be tuba players would have graduated.”

“We’re going to eventually hit our rubber-meets-the-road moment,” Casterlow-Lalla said.

NAfME Southern Division President Annamarie Bollino of Virginia also weighed in, saying she expected the proposed tariffs on brass instruments would further push up prices.

Read the full article (registration/subscription required): https://www.nytimes.com/2026/10/02/business/economy/tariffs-instruments-school-music-programs.html

Take action today by contacting your members of Congress: https://bit.ly/oppose-brass-wind-tariffs (link in bio)

And read more about the issue here: https://bit.ly/brass-wind-tariff-blog (link in bio) Article title, Soaring Instrument Prices Could Stop the Music at Many Schools, New York Times, October 2, 2026. Schools were already dealing with a confluence of challenges, including the end of federal pandemic aid, budget cuts and declining enrollment. Inflation was driving up costs. It's kind of like a perfect storm of all these different things happening at once that can cause a bigger mess, said Annamarie Bollino, NAfME Southern Division President. Take action today bit.ly/oppose-brass-wind-tariffs by @nafme

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