Advertise on podcast: The Crescendo Music Education Podcast

Today on the Crescendo Music Education Podcast, Debbie is joined by the inspiring Ann Kay for a rich conversation about early childhood music education, brain development, and the power of daily singing. Ann is the author of A Song a Day and Brain Prep for Pre-Readers, and her work focuses on one powerful idea: small, consistent music-making habits can create extraordinary outcomes for young children. Drawing on research and real-world results, Ann shares how daily singing supports musical development, strengthens reading readiness, and rebuilds the nursery culture many children have lost. In this episode, Debbie and Ann explore the connection between music, literacy, and brain development, reflect on successful early childhood initiatives like Rock and Read and Head Start, and discuss practical ways classroom teachers, music educators, and parents can bring singing back into everyday routines.  This conversation is filled with insight, encouragement, and a shared belief that music isn’t an extra — it’s essential. Let’s dive in. Links Mentioned in the Episode: 🎙️ Episode 48 - A Missing Link to Literacy Part 1 🎙️ Episode 49 - A Missing Link to Literacy Part 2 💻 Ann Kay’s Website and Resources: Rock ‘n’ Read ProjectMusical Fitness AssessmentWhere to find me:  Crescendo Community Facebook Group: https://www.facebook.com/groups/crescendocommunity Official Crescendo Page: https://www.facebook.com/CrescendoMusicEd/ YouTube: https://www.youtube.com/user/CrescendoMusicEd Twitter: https://twitter.com/crescendomusic LinkedIn: https://www.linkedin.com/in/debbie-o-shea-62a3741b/ Instagram: https://www.instagram.com/CrescendoDeb Support the show

Welcome back to the Crescendo Music Education Podcast. Today, we’re continuing our conversation with the incredible Emma Dean in Part 2 of our Crescendo Chat. In our first episode, Emma shared her journey as a musician, composer, choir leader, and creativity coach — and explored how music, community, and personal expression shape the work she does. In this episode, we go even deeper. Part 2 dives into creative confidence, advocacy, and the role music educators play in creating spaces where every voice belongs. Emma shares practical insights, powerful reflections, and a few moments that will really stay with you — especially if you’re passionate about community singing, creativity in the classroom, or helping others find the courage to use their voice. If you’re looking for inspiration, reassurance, or a reminder of why music matters so deeply, this conversation delivers. Let’s jump back in with Emma Dean. Links Mentioned in the Episode: 💻  Rainbow Bop Stay in Contact with Emma: Website - https://www.emmadean.com/FacebookInstagramEmail - [email protected] to find me:  Crescendo Community Facebook Group: https://www.facebook.com/groups/crescendocommunity Official Crescendo Page: https://www.facebook.com/CrescendoMusicEd/ YouTube: https://www.youtube.com/user/CrescendoMusicEd Twitter: https://twitter.com/crescendomusic LinkedIn: https://www.linkedin.com/in/debbie-o-shea-62a3741b/ Instagram: https://www.instagram.com/CrescendoDeb Support the show

Today on the Crescendo Music Education Podcast, we are absolutely thrilled to welcome Emma Dean. Emma is an award-winning Australian musician, composer, choir leader, and creativity coach whose work lives at the powerful intersection of music, community, and personal expression. Known for her genre-defying songwriting and compelling storytelling, Emma’s career spans performance, recording, theatre, and large-scale community singing — always with heart and purpose at the centre. She is the founder of Cheep Trill, a wildly popular community choir movement creating joyful, inclusive spaces where people can sing together with no auditions, no pressure — just connection. Alongside her own albums and creative projects, Emma has recently contributed as a songwriter and vocalist to the globally loved children’s series Bluey, bringing warmth, musicality, and emotional depth to a show that has resonated with families around the world. Emma is also a certified coach, supporting creatives to find confidence, clarity, and courage — both on stage and in life. Her work reminds us that creativity isn’t about perfection; it’s about permission, belonging, and voice. Emma, we’re so excited to have you with us today. Welcome to the Crescendo Music Education Podcast. Links Mentioned in the Episode: 💻  Rainbow Bop Stay in Contact with Emma: Website - https://www.emmadean.com/FacebookInstagramEmail - [email protected] to find me:  Crescendo Community Facebook Group: https://www.facebook.com/groups/crescendocommunity Official Crescendo Page: https://www.facebook.com/CrescendoMusicEd/ YouTube: https://www.youtube.com/user/CrescendoMusicEd Twitter: https://twitter.com/crescendomusic LinkedIn: https://www.linkedin.com/in/debbie-o-shea-62a3741b/ Instagram: https://www.instagram.com/CrescendoDeb Support the show

Welcome back to the show! Today, Aileen sits down with Debbie O’Shea for a powerful and inspiring conversation about her brand-new book, The Stalagmite Effect. Debbie shares the story behind the metaphor, the experiences that shaped the book, and how slow, steady growth can transform both teachers and students. If you already know Debbie from her “Manipulatives in the Music Room” podcast, you’re going to love this deeper look into her thinking and the reflections that led her to write The Stalagmite Effect. We also mention a few helpful links in this episode: “Manipulatives in the Music Room” podcast with Debbie O'SheaRegister for “Together Sing”“The Stalagmite Effect” bookBuy on Balboa PressBuy on AmazonWhere to find me:  Crescendo Community Facebook Group: https://www.facebook.com/groups/crescendocommunity Official Crescendo Page: https://www.facebook.com/CrescendoMusicEd/ YouTube: https://www.youtube.com/user/CrescendoMusicEd Twitter: https://twitter.com/crescendomusic LinkedIn: https://www.linkedin.com/in/debbie-o-shea-62a3741b/ Instagram: https://www.instagram.com/CrescendoDeb Support the show

In this episode, we’re diving into Part 2 of my conversation with the wonderful Daria — world music performer, educator, and cultural bridge-builder who has been sharing songs and traditions from around the globe for over four decades. If you tuned into Part 1, you’ll remember we explored how music is learned in traditional cultures — how it’s woven into everyday life, passed down through families, stories, and community rituals. Today, we’re taking that conversation even further. We’ll talk about what modern educators can learn from these natural, immersive approaches to music learning — how to bring more authenticity, inclusion, and connection into our classrooms. Daria also shares her thoughts on advocacy, representation, and how we can empower students to see themselves in the music they make. It’s a rich, inspiring conversation that reminds us why music education matters — not just in the classroom, but in the heart of every community. So let’s jump right in. Here’s Part 2 of my chat with Daria. Links Mentioned in the Episode: 🎙️ Episode 138 and 139 🎶 Bate Bate Chocolate 💻 Sign up HERE for Daria's Newsletter Where to find me:  Crescendo Community Facebook Group: https://www.facebook.com/groups/crescendocommunity Official Crescendo Page: https://www.facebook.com/CrescendoMusicEd/ YouTube: https://www.youtube.com/user/CrescendoMusicEd Twitter: https://twitter.com/crescendomusic LinkedIn: https://www.linkedin.com/in/debbie-o-shea-62a3741b/ Instagram: https://www.instagram.com/CrescendoDeb Support the show

I’m absolutely thrilled to be joined once again by the wonderful Daria. Many of you will remember her from our earlier conversations in Episodes 138 and 139, where she shared her deep passion for world music and for teaching children through authentic, hands-on musical experiences. Today, we’re exploring a topic that I think will really strike a chord — how music is learned in traditional cultures. In many parts of the world, music isn’t something that’s formally taught — it’s something that’s lived. It’s woven into daily life, passed down through songs, stories, and community. Children grow up surrounded by it, absorbing rhythm, melody, and meaning simply by being part of the music-making around them. In this episode, Daria and I will dive into what that looks like, the beautiful ways children learn through immersion, and how we as educators can bring some of that same authenticity and community spirit into our classrooms. So settle in, and get ready for an inspiring conversation filled with stories, songs, and insights from around the world. Here’s my chat with Daria. Links Mentioned in the Episode: 🎙️ Episode 138 and 139 🎶 Bate Bate Chocolate 💻 Sign up HERE for Daria's Newsletter Where to find me:  Crescendo Community Facebook Group: https://www.facebook.com/groups/crescendocommunity Official Crescendo Page: https://www.facebook.com/CrescendoMusicEd/ YouTube: https://www.youtube.com/user/CrescendoMusicEd Twitter: https://twitter.com/crescendomusic LinkedIn: https://www.linkedin.com/in/debbie-o-shea-62a3741b/ Instagram: https://www.instagram.com/CrescendoDeb Support the show

If you caught Part 1, you’ll remember Jessie as an Aboriginal and Torres Strait Islander songwoman, composer, and cultural leader. She’s also the founder of Jessie’s Classroom and author of the Aboriginal and Torres Strait Islander Songbook. In our last episode, Jessie shared her story — from the Mission Songs Project to creating resources that help teachers embed Indigenous perspectives in music education. Her insights were powerful, practical, and full of heart. In Part 2, we’re diving even deeper. Jessie talks about what authentic embedding really looks like in the classroom — and how teachers can approach this work with confidence and care. We’ll explore real classroom examples, discuss common misconceptions, and hear her advice for educators who are just starting out. We’ll also touch on advocacy, the future of Indigenous music education, and what Jessie hopes every teacher remembers when bringing First Nations voices into their programs. This episode is full of wisdom and encouragement. So, whether you’re a classroom teacher, choir director, or simply passionate about the power of music, you’ll walk away feeling inspired and ready to take action. Let’s jump back into the conversation with Jessie Lloyd. Links Mentioned in This Episode: Jessie's Website - https://jessiesclassroom.com/Aboriginal and Torres Strait Islander SongbookWhere to find me:  Crescendo Community Facebook Group: https://www.facebook.com/groups/crescendocommunity Official Crescendo Page: https://www.facebook.com/CrescendoMusicEd/ YouTube: https://www.youtube.com/user/CrescendoMusicEd Twitter: https://twitter.com/crescendomusic LinkedIn: https://www.linkedin.com/in/debbie-o-shea-62a3741b/ Instagram: https://www.instagram.com/CrescendoDeb Support the show

Today, I’m honoured to welcome Jessie Lloyd. Jessie is an Aboriginal and Torres Strait Islander songwoman, composer, and cultural leader. She’s also the founder of Jessie’s Classroom and the author of the Aboriginal and Torres Strait Islander Songbook. Many listeners will know Jessie for her incredible work with the Mission Songs Project, which has helped bring powerful Indigenous voices and histories to life through song. Jessie is deeply respected for her advocacy in embedding Indigenous perspectives into classrooms across Australia. Her work connects culture, community, and education in meaningful and practical ways — helping teachers approach First Nations music with authenticity, respect, and confidence. I first connected with Jessie after hearing her speak at ASME, where her passion for empowering teachers through music truly stood out. I also purchased her Aboriginal and Torres Strait Islander Songbook, and it’s been a resource that continues to inspire both educators and students alike. In today’s episode, we’ll explore Jessie’s journey as a musician, educator, and cultural storyteller. We’ll talk about the origins of Jessie’s Classroom, the stories behind her songbook, and what authentic embedding of Indigenous perspectives really looks like in music education. Jessie also shares practical advice for teachers — including where to start, how to build confidence, and how to avoid common misconceptions. If you’ve ever wondered how to bring Indigenous voices into your music room in a genuine and respectful way, this conversation is a must-listen. Jessie’s insights are both inspiring and practical, offering small but powerful steps teachers can take to make real change. So, let’s begin this important conversation. Please welcome Jessie Lloyd. Links Mentioned in This Episode: Jessie's Website - https://jessiesclassroom.com/Aboriginal and Torres Strait Islander SongbookWhere to find me:  Crescendo Community Facebook Group: https://www.facebook.com/groups/crescendocommunity Official Crescendo Page: https://www.facebook.com/CrescendoMusicEd/ YouTube: https://www.youtube.com/user/CrescendoMusicEd Twitter: https://twitter.com/crescendomusic LinkedIn: https://www.linkedin.com/in/debbie-o-shea-62a3741b/ Instagram: https://www.instagram.com/CrescendoDeb Support the show

Today, we’re welcoming back Bernie Heard for another wonderful conversation. Bernie is the Director of the Music in Me Teacher Mentoring Program with the Australian Youth Orchestra. She leads a national team and works with education systems across Australia. Together, they help teachers bring more singing and music into classrooms every day. In this episode, we’re exploring an exciting project — ABC Let’s Sing. Bernie has played a key role in bringing this initiative to life with the ABC. It’s a modern reimagining of the classic ABC Sing Books, a program that shaped the sound of Australian school music for generations. Many of us remember those moments — sitting cross-legged on the floor, singing together with the old Sing Books. Now, Let’s Sing continues that legacy while embracing the possibilities of digital learning. It connects students and teachers through music in fresh, creative ways. Throughout our chat, Bernie shares how Music in Me collaborated with the ABC to make Let’s Sing relevant for today’s classrooms. We’ll talk about what’s new, how technology has changed access, and how teachers are already using it to inspire joyful music-making. In addition, we’ll look ahead. Bernie explains what’s next for the program and how schools, leaders, and communities can support this growing movement. She also offers practical advice on how every teacher can advocate for singing and make it part of daily school life. If you believe in the power of music education, love school singing, or want to see how tradition meets innovation, this episode is for you. Let’s get started and welcome back Bernie Heard. Links Mentioned in This Episode:  ABC Education Let’s Sing: https://www.abc.net.au/education/collections/lets-sing Sign up for free resources from Music In Me: https://musicinme.au/abc-education-lets-sing/ Together Sing Where to find me:  Crescendo Community Facebook Group: https://www.facebook.com/groups/crescendocommunity Official Crescendo Page: https://www.facebook.com/CrescendoMusicEd/ YouTube: https://www.youtube.com/user/CrescendoMusicEd Twitter: https://twitter.com/crescendomusic LinkedIn: https://www.linkedin.com/in/debbie-o-shea-62a3741b/ Instagram: https://www.instagram.com/CrescendoDeb Support the show

Welcome to Crescendo Chat — the podcast where we explore inspiring ideas, passionate people, and the power of music education. Today, I’m absolutely delighted to welcome Bernie Heard. Bernie is the Director of the Music in Me Teacher Mentoring Program with the Australian Youth Orchestra, where she leads a national team and works closely with state education systems to ensure primary teachers have access to mentoring, professional learning, and the resources they need to deliver high-quality music education. Bernie’s career spans an incredible range of leadership roles — she has served as Executive Director of Gondwana Choirs, CEO of Sydney Youth Orchestras, and Artist Development Manager and Education Coordinator at the Sydney Symphony Orchestra, where she worked alongside Richard Gill AO for ten years. Earlier in her career, Bernie was a music specialist educator in NSW schools and has also consulted for organizations such as the Australian Haydn Ensemble and Music in the Regions. She’s a Churchill Fellow, an Australia Council Emerging Leader, and recently completed an MBA at the University of Sydney. Her experience in governance, philanthropy, strategic partnerships, and building creative communities is nothing short of inspiring. In this episode, we’ll dive into the story behind the Music in Me Teacher Mentoring Program — exploring how it started, the powerful legacy of Richard Gill, and how mentoring is transforming classroom music education across Australia. Bernie will also share the impact she’s seeing in schools, what it looks like when teachers and mentors work side-by-side, and how educators or school leaders can get involved. Whether you’re a classroom teacher, music educator, or simply passionate about the future of arts education, this conversation will leave you feeling inspired and full of ideas. Let’s jump in and welcome Bernie Heard. Links Mentioned in This Episode: AYO Music In Me website: https://musicinme.au/Join our program: https://musicinme.au/join-our-program/Our research: https://musicinme.au/our-impact/research/Where to find me:  Crescendo Community Facebook Group: https://www.facebook.com/groups/crescendocommunity Official Crescendo Page: https://www.facebook.com/CrescendoMusicEd/ YouTube: https://www.youtube.com/user/CrescendoMusicEd Twitter: https://twitter.com/crescendomusic LinkedIn: https://www.linkedin.com/in/debbie-o-shea-62a3741b/ Instagram: https://www.instagram.com/CrescendoDeb Support the show

Welcome back to the podcast! Today we continue our powerful conversation with Louka Parry, education futurist, learning strategist, and CEO of The Learning Future. In Part 1, Louka shared how music education connects to education transformation and helps students build essential human capabilities. If you haven’t listened to that episode yet, be sure to go back—it sets the stage beautifully. In this Part 2, we go even deeper. We explore how music education strengthens social-emotional learning (SEL), why future-ready skills matter more than ever, and how innovative learning environments can empower both teachers and students. Louka also shares global perspectives on cultural understanding, practical strategies for music educators, and inspiring advice on how to advocate for the importance of the arts in education reform. If you’re an educator looking for ways to innovate, or someone curious about how music and education transformation intersect, this episode will challenge your thinking and spark new ideas. Let’s dive into Part 2 with Louka Parry. Links Mentioned in This Episode:  Books & Authors “Lifelong Kindergarten” – Mitchel Resnick (MIT Media Lab)“Everything I Really Need to Know I Learned in Kindergarten” – Robert Fulghum“The Disengaged Teen” – Jenny Anderson & Rebecca Winthrop“Emotional Intelligence” – Daniel Goleman (1995)John Dewey – quote: “We don’t learn from experience, we learn from reflecting on experience.”Abraham Maslow – Hierarchy of Needs; late-life addition of self-transcendence Organisations, Programs & Initiatives The Learning Future – Louka Parry’s organisationKaranga: The Global Alliance for Social Emotional Learning and Life Skills – co-led by LoukaCASEL (Collaborative for Academic, Social, and Emotional Learning) – Chicago-based SEL organisationHarvard EASEL Lab – Ecological Approaches to SELYale’s RULER Program – emotional regulation framework, Prof. Marc BrackettOECD – reference to “non-cognitive skills”UNICEF – reference to “transversal skills”Where to find me:  Crescendo Community Facebook Group: https://www.facebook.com/groups/crescendocommunity Official Crescendo Page: https://www.facebook.com/CrescendoMusicEd/ YouTube: https://www.youtube.com/user/CrescendoMusicEd Twitter: https://twitter.com/crescendomusic LinkedIn: https://www.linkedin.com/in/debbie-o-shea-62a3741b/ Instagram: https://www.instagram.com/CrescendoDeb Support the show

Welcome back to the podcast! Today we’re joined by someone who is truly reshaping the way we think about learning and the future of education—Louka Parry. Louka is an education futurist, learning strategist, and the CEO and Founder of The Learning Future. His mission? To transform educational systems so they can better equip learners with the essential human capabilities they need to thrive in the world ahead. His work has taken him around the globe, collaborating with organizations like the OECD, UNESCO, Microsoft, and Apple. Appointed as a school principal at just 27 years old, Louka was named South Australian Inspirational Public Secondary Teacher of the Year in 2012. He holds two Master’s degrees in Instructional Leadership and Applied Linguistics, speaks five languages, and has studied at both Harvard and Stanford’s d.school. He also co-leads Karanga: The Global Alliance for Social Emotional Learning and Life Skills, connecting educators worldwide to champion the power of SEL. In this episode, we’ll explore how Louka’s insights into education transformation intersect with music education—a subject that is inherently human-centered. We’ll discuss how music contributes to the development of essential capabilities in learners, how it aligns with social-emotional learning, and how it prepares students with the future skills they need to navigate a rapidly changing world. So, whether you’re a music educator seeking new strategies or simply passionate about the role of the arts in shaping humanity’s future, this conversation is packed with insights and inspiration you won’t want to miss. Let’s dive in. Links Mentioned in This Episode: Books & Authors “Lifelong Kindergarten” by Mitchel Resnick (MIT Media Lab)“Everything I Really Need to Know I Learned in Kindergarten” by Robert Fulghum (referred to as “everything I learned about life I learned in kindergarten”)“The Disengaged Teen” research/book by Jenny Anderson & Rebecca Winthrop Websites / Organisations / References The Learning Future (Louka’s organisation – he is founder & CEO)Karanga – The Global Alliance for Social Emotional Learning and Life Skills (co-led by Louka)Mentions of Thinkers / Influences Sir Ken Robinson (referenced in relation to diversity of human expression in education)Professor John Hattie (University of Melbourne; referenced about reducing curriculum volume for deep learning)Where to find me:  Crescendo Community Facebook Group: https://www.facebook.com/groups/crescendocommunity Official Crescendo Page: https://www.facebook.com/CrescendoMusicEd/ YouTube: https://www.youtube.com/user/CrescendoMusicEd Twitter: https://twitter.com/crescendomusic LinkedIn: https://www.linkedin.com/in/debbie-o-shea-62a3741b/ Instagram: https://www.instagram.com/CrescendoDeb Support the show

Welcome back to the podcast! Today we continue our inspiring conversation with Dr. Rhoda Bernard, the Founding Managing Director of the Berklee Institute for Accessible Arts Education and Assistant Chair of the Music Education Department at Berklee College of Music. In Part 1, Dr. Bernard shared her incredible journey in music education, her vision for accessible arts education, and a behind-the-scenes look at her upcoming book. If you haven’t listened to that episode yet, we highly recommend starting there—it sets the stage for today’s discussion. In this second part, we dive even deeper. Dr. Bernard opens up about her current projects, offers practical advice for music educators, and shares powerful insights on advocacy, accessibility, and unleashing creativity in every student. She also leaves us with some incredible takeaways that will inspire and challenge educators to think differently about their teaching. We’re thrilled to welcome Dr. Bernard back for Part 2 of this conversation—let’s jump right in! Stay in Contact with Rhoda: Linked InFacebookBerklee Institute for Accessible Arts Education: FacebookInstagramYoutubeLinks Mentioned in This Episode: Temple GrandinWhere to find me:  Crescendo Community Facebook Group: https://www.facebook.com/groups/crescendocommunity Official Crescendo Page: https://www.facebook.com/CrescendoMusicEd/ YouTube: https://www.youtube.com/user/CrescendoMusicEd Twitter: https://twitter.com/crescendomusic LinkedIn: https://www.linkedin.com/in/debbie-o-shea-62a3741b/ Instagram: https://www.instagram.com/CrescendoDeb Support the show

Welcome back to the podcast! Today, we are thrilled to be joined by a very special guest, Dr. Rhoda Bernard. Dr. Bernard is the Founding Managing Director of the Berklee Institute for Accessible Arts Education and the Assistant Chair of the Music Education Department at Berklee College of Music. Her academic journey is extraordinary — she earned a Bachelor of Arts in government from Harvard University, a Bachelor of Music in jazz voice from New England Conservatory, and both her Master of Education and Doctor of Education degrees from the Harvard Graduate School of Education. As a thought leader and advocate, Dr. Bernard regularly presents at conferences across the U.S. and internationally, and she provides professional development for educators around the globe. Her upcoming book, Accessible Arts Education: Principles, Habits, and Strategies to Unleash Every Student's Creativity and Learning, will be published in September 2025 and promises to be a transformative resource for teachers. Dr. Bernard’s contributions have been widely recognized — she has received multiple awards, including the Irene Buck Service to Arts Education Award from Arts|Learning, the Berklee Urban Service Award, and others celebrating her impact on community service and arts education. Beyond her leadership and advocacy work, Dr. Bernard is also an accomplished musician — a vocalist and pianist specializing in jazz and Jewish music — who performs regularly with klezmer bands and has recorded two CDs with the band Klezamir. We are so honored to have her here today to share her expertise, her story, and her vision for accessible arts education. Stay in Contact with Rhoda: Linked InFacebookBerklee Institute for Accessible Arts Education: FacebookInstagramYoutubeLinks Mentioned in This Episode: Temple GrandinWhere to find me:  Crescendo Community Facebook Group: https://www.facebook.com/groups/crescendocommunity Official Crescendo Page: https://www.facebook.com/CrescendoMusicEd/ YouTube: https://www.youtube.com/user/CrescendoMusicEd Twitter: https://twitter.com/crescendomusic LinkedIn: https://www.linkedin.com/in/debbie-o-shea-62a3741b/ Instagram: https://www.instagram.com/CrescendoDeb Support the show

Welcome back to Thriving in Challenging Schools. In our last episode, we looked at practical strategies to help you survive the day-to-day chaos. Today, we’re shifting the focus to something even more powerful: building relationships in crisis. Because here’s the thing—sometimes your toughest students are also the ones most desperate for connection. I’ll never forget the Year 6 boy who asked me to marry him, or the one who swore he’d stolen and eaten the teacher’s pythons. These moments might sound funny—or completely outrageous—but behind them is the bigger question: How do we build trust and connection with kids who seem determined to push every boundary? In this episode, we’re going to unpack three strategies to help you do just that: How to strategically include your biggest troublemakers in ways that change the game.How to meet kids where they are—rather than where we wish they were.And why giving responsibility first can be the key to earning real respect.So if you’re ready to turn some of your greatest challenges into surprising allies, let’s dive in. Where to find me:  Crescendo Community Facebook Group: https://www.facebook.com/groups/crescendocommunity Official Crescendo Page: https://www.facebook.com/CrescendoMusicEd/ YouTube: https://www.youtube.com/user/CrescendoMusicEd Twitter: https://twitter.com/crescendomusic LinkedIn: https://www.linkedin.com/in/debbie-o-shea-62a3741b/ Instagram: https://www.instagram.com/CrescendoDeb Support the show