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Jane Ortner Education Award

The Jane Ortner Education Award celebrates K-12 educators who integrate music into English, social studies, math, science, and foreign language instruction. Applicants submit one original unit of lessons that incorporates music and are then eligible for prizes and unique professional opportunities. In addition to our annual award, the program offers free professional development webinars, workshops in Los Angeles and across the country, and an online library of music-integrated lessons for use in the classroom.

The Jane Ortner Artist Award recognizes an artist who embodies the Museum’s educational mission and shows passion and dedication to education through the arts.

The 2021 recipient will receive

  • A $3,000 Honorarium
  • A $1,000 grant awarded to their school
  • Two tickets to the 63rd Annual GRAMMY Awards in Los Angeles, plus travel and accommodations
  • Honorary guest at a special GRAMMY Museum event

APPLICATIONS WILL OPEN FALL 2020

APPLICATIONS OPEN FALL 2020

FAQ

WHAT ARE THE REQUIREMENTS?

  • Complete the application
  • Submit an original unit of lessons for your English Language Arts, Social Studies, Science, Math, or Foreign Language Class. It must incorporate music as a tool for teaching course content.
  • A unit can focus on foreign language instruction (e.g. lessons for Spanish Class) but the submission itself must be in English.
  • Each teacher must complete his/her own application. There are no team submissions and there is no nomination process for the Jane Ortner Education Award.

WHO CAN PARTICIPATE?

  • Elementary, Middle, and High School educators who teach English Language Arts, Social Studies, Science, Math, or a Foreign Language.
  • Previous recipients of the Jane Ortner Education Award are ineligible.

DO I HAVE TO SING OR PLAY AN INSTRUMENT?

  • No. Educators don’t have to sing or play an instrument, although we encourage the exploration of artistic abilities.

WHAT ARE THE PRIZES?

  • A $3,000 Honorarium
  • A $1,000 Grant awarded to their school
  • Two tickets to the 62nd GRAMMY Awards® in Los Angeles, plus travel and accommodations
  • …And will be honored at a special GRAMMY Museum event in Los Angeles!

HOW DO I APPLY?

  • Applications are currently closed for the 2020 Jane Ortner Education Award.

THE ADJUDICATION PROCESS

Submissions will be reviewed and evaluated by a panel of teachers and education administrators.
Our judges recommend that you keep all criteria in mind when preparing your curriculum:

CREATIVITY
TEACHABILITY – Can the curriculum be implemented successfully and with ease?
TRANSFERABILITY – Can the general design of the lesson(s) be modified for students of different ages/grade levels?
LEVEL OF ENGAGEMENT – Will students be actively engaged in a number of ways? (e.g. writing, discussing, working in a group/individually, and so on).

WHAT IF I STILL HAVE QUESTIONS?

Please write to us at education@grammymuseum.org.

JANE ORTNER

EDUCATION

AWARD

RECIPIENTS

2019

HEATHER MOORE

11th Grade History
Arcadia High School – Arcadia, CA

“Getting Happy – Life in the Great Depression”

Heather Moore majored in history at Occidental College in 2003 and earned her master’s in teaching the following year. She has been teaching US History at Arcadia High School for 15 years, including Advanced Placement, college prep, and US History courses for English Learners. At Arcadia, Heather is also the faculty adviser to the Student Council Apache Commission and the subject lead for US History. She married her high school sweetheart, Michael, and together they have two children, April, 8, and David, 4. Heather is active in her church, particularly with children’s ministries and music, enjoys reading, is an avid Los Angeles Dodgers fan, and is trying to train her puppy not to destroy the house.

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PAST
RECIPIENTS

LOIS MACMILLAN

8th Grade U.S. History
South Middle School – Grants Pass, Ore.

Rappin’ History: Composing Historical Raps in the Classroom (with Lessons Integrating Historical Raps from “Hamilton”)

Lois MacMillan’s unit contains numerous lessons linking the Founding Era to the GRAMMY®-winning Broadway musical “Hamilton.” Aiming to harness the excitement of her students, MacMillan tasked students with creating original rap songs as an extension of primary and secondary source analysis and annotation. The unit also provides a stand-alone framework for creating original rap pieces in non-music subject classrooms.

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NATHAN STRAYHORN

10th Grade English
Fayetteville High School – Fayetteville, AR

The Ballad of the American Dream: Songs of The Great Gatsby

Nathan’s own love for listening to and making music led to his creation of a songwriting-centered curriculum used to bolster students’ understanding of F. Scott Fitzgerald’s classic American novel The Great Gatsby. ​After reading The Great Gatsby, students learned about the poetic and musical origins of the ballad and how it became an American narrative song tradition. The class studied different approaches to ballads by artists such as Joan Baez, Johnny Cash, Bob Dylan, and Warren G. Students were ultimately tasked with writing their own ballads in groups, utilizing both the musical talents of their peers and digital music resources. Each composition adhered to a class rubric, relayed the individual narrative of one of the characters, and communicated a major theme from the novel: the gain and loss of the American Dream. The project culminated in a live performance and recorded album of Gatsby ballads.

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JONATHAN BERNAL

8th Grade English
Topaz Preparatory Academy – Hesperia, CA

The Outsiders: A “Tuff” Study of the Novel Through Music

Jonathan’s curriculum is built around the exploration of identity—specifically group identity versus individuality—using S. E. Hinton’s coming-of-age novel The Outsiders as the central component. In this unit students unpack the novel, study the role of identity in key movements of the 1960s, and analyze notable songs, poetry, and other supplemental written works. For their final project, students work in groups to create and record a radio show.

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KYLIE KO

5th Grade Science (Dual-Language Korean/English)
Mark Keppel Elementary School – Glendale, CA

Broadway Stars

Kylie’s “Broadway Stars” theme-based curriculum was developed to teach her students about plant structures and life science, incorporating both Korean and English. Together with their teacher, students create a mini-musical consisting of songs, dialogue, movement, and technology.

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SUNSHINE CAVALLUZZI

11th and 12th Grade Economics
El Dorado High School – Placentia, CA

Money, Money, Money: Musiconomics!

Sunshine’s curriculum teaches concepts in economics through activities that explore the music industry and its financial relationships. Students also study songs that focus on socio-economic conditions and work in groups to create an original song that incorporates course content.

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ERICA AMANN and SUNSHINE CAVALLUZZI

11th and 12th Grade Social Sciences
El Dorado High School – Placentia, CA

Give Peace – or Amazing Grace! – a Chance

In this team-created project, students collaborate in groups to analyze protest songs and sacred songs. They explore the meaning and context of songs, the effectiveness of expression through music, and seek out similarities and differences between songs from a wide variety of cultures, faiths, movements, and religions. (*Note: this activity is undertaken as a collaborative exercise between two elective classes—Contemporary World Affairs and Comparative Religions—but the structure would work in any class.)

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BIANCA WILCON COLE

9th and 10th Grade English
Washington Preparatory High School – Los Angeles, CA

Fences: An Odyssey Through Music

Bianca’s curriculum is built around August Wilson’s Fences. Students analyze how song lyrics from a variety of genres reflect the conflicts (either internal or external) characters from the play endure. They are also tasked with writing an essay that demonstrates the evolution of a dynamic character in Fences, using specific examples and textual evidence.

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NICOLE NADITZ

High School French
Bella Vista High School – Fair Oaks, CA

Noteworthy Language: Using Music to Build Second Language Knowledge and Cultural Proficiency

Nicole’s curriculum contains activities and ideas for teachers of world languages and English language development. The class activities, broken down into six sections, are described in English but are intended to be done in the target language. As a result, the curriculum is designed to work with music in any language.

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JANE ORTNER

ARTIST

AWARD

RECIPIENTS

2016

LADY GAGA

2014

JANELLE MONÁE

2015

JACKSON BROWNE

INAUGURAL RECIPIENT

JOHN LEGEND

ADDITIONAL

UNITS

WHIMSICAL WRITERS IN KINDERGARTEN: USING MUSIC TO FACILITATE WRITING

Grace Cecilio

Kindergarten

Virginia Road Elementary School – Los Angeles, CA

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8 SAMPLE ACTIVITIES FOR EARLY ELEMENTARY STUDENTS: WORKING TOGETHER AS A MUSICAL COMMUNITY TO ENHANCE MATHEMATICAL LEARNING

Liz Haraksin

Kindergarten

Mountain View Elementary School – Ontario, CA

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AN INTRODUCTION TO CLOSE READING THROUGH SONG LYRICS: A UNIT FOR THE MIDDLE SCHOOL OR HIGH SCHOOL ENGLISH CLASS

Jennifer McArthur

7th Grade English

Ridgecrest Intermediate School – Rancho Palos Verdes, CA

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SUICIDE PREVENTION: REACHING TEENS THROUGH MUSIC

Kelli Bourne

7th Grade Health

Lakeside Middle School – Irvine, CA

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SONGBOOK: A PERSONAL NARRATIVE WORKSHOP TOLD THROUGH MUSIC

Joseph LaTorre

7th and 8th Grade English Language Arts

Oceanside Middle School – Oceanside, NY

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MUSIC AND PERFORMANCE: A CROSS-CURRICULAR CREATIVE MINI UNIT

Maggie Clarke and John Honish

7th Grade English and Geography

Turner Middle School – Beloit, WI

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JE TE VOIS: I SEE YOU – TEACHING KINDNESS AND EMPATHY THROUGH SONG

Caroline Little

9th and 10th Grade French 2

Saint Thomas Academy – Mendota Heights, MN

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USING MUSIC AS A PRIMARY SOURCE IN THE SOCIAL STUDIES CLASSROOM

David Bally

10th Grade History

Lyons Community School – Brooklyn, NY

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THE BLUES AS POETIC FORM AND LITERARY NARRATIVE

David Wilson

10th Grade English, American Literature II

Bergen County Academies – Hackensack, NJ

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MUSIC AND LYRICS: SOCIETAL REFLECTIONS AND INFLUENCE

Lindsay Mirabella

10th-12th Grade English

Governor Livingston High School – Berkeley Heights, NJ

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THE DRUMS OF WAR: ANALYZING AMERICAN MUSIC FROM WWI, WWII, AND THE VIETNAM WAR

Heather Moore

11th and 12th Grade US History

Arcadia High School – Arcadia, CA

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THE VIETNAM WAR THROUGH SONG…AND THE EYES OF VIETNAM

Kathryn Jue

11th Grade U.S. History

Garden Grove High School – Garden Grove, CA

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LA FAMILLE: FAMILY RELATIONSHIPS AS SEEN THROUGH FRENCH MUSIC

Caroline Little

11th and 12th Grade French

Saint Thomas Academy – Mendota Heights, MN

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MUSIC IN PHYSICS, PHYSICS IN MUSIC: MAKING SWEET SOUNDS OF FORMULAS

Lance Kuehn

AP Physics

Rosemount High School – Rosemount, MN

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AWARD

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Please use the following format: "5th Grade" or "9th-12th Grade" instead of "5" or "9-12"
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ACKNOWLEDGEMENT

I represent and warrant, under penalty of disqualification, that the unit submitted to the grammy museum is original and was created by me for use in my classroom.

I acknowledge and agree that the submitted unit will be credited to me and may be made available to other educators on the grammy museum website.

I understand that the grammy museum has the right to use any or all of any unit submitted to support its education mission, which may include its own use, or allowing its educational partners to use the unit.

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