- PS94M@188, The Spectrum School 6-12, Instrumental music instruction / curriculum designer. - New York, NY — Spring 2016 - Present Design and implement a culturally responsive instrumental music curriculum to students on the autism spectrum. The curriculum is based on African American, folk, popular and world music with an emphasis on West African music. The comprehensive curriculum develops students’ artistic aesthetics, performance, music appreciation as well as music literacy skills by providing them with opportunities to read, write, compose, arrange, and compose original music and it is fully aligned with the National Standards for the Arts. Teach general music / modern band classes consisting of ukuleles, Orff xylophones, keyboards, drums, electric bass, guitars, singing and technology (iPad apps, MaKey MaKey and GarageBand) to students in grades 6th-12th. Teach music & movement through explorations of West African Ewe drumming and dance. - Harlem Village Academies West Elementary School K-3, Instrumental music instruction / curriculum designer. - New York, NY — July 2015 - December 2015 Design a culturally responsive instrumental music curriculum based on African American, folk, popular and world music with an emphasis on West African music. The comprehensive curriculum develops students’ artistic aesthetics, performance, music appreciation as well as music literacy skills by providing them with opportunities to read, write, compose, arrange, and compose original music and it is fully aligned with the National Standards for the Arts. Teach general music / modern band classes consisting of ukuleles, Orff xylophones, keyboards, drums, electric bass, guitars, singing and technology (iPad apps, MaKey MaKey and GarageBand) to students in 1st, 2nd and 3rd grade. Teach West African Percussion Ensemble to students in 1st, 2nd and 3rd grade based in the traditional Ewe drumming/singing/dancing cultures of Ghana, West Africa. Teach music & movement through an exploration of American Folk songs, Popular music, as well as songs from around the world in such languages as Fulani, Spanish, Bambara, Portuguese and more. Students play a mix of percussion instruments, xylophones, keyboards and homemade instruments. - Mentor, President Barack Obama’s Young African Leaders Initiative Mandela Washington Fellowship. - Wagner College — Summer, 2015 Closely work with three young music makers from Zimbabwe, Zambia and Senegal engaging in activism for social Justice through music making and technology. Our issues will be: Bringing awareness and acceptance to different gender expressions, curbing violence against women and creating social accountability. -Provide Fellows with connections in the field as well as opportunities to do community service related to that work. In addition, Mentors should include Fellows on daily and strategic planning decisions, - New York City Department of Education Washington Heights Expeditionary Learning School — 2014-2015 Found the elementary school music program. Develop bilingual, culturally relevant music curricula aligned with the National Arts Standards for Music, the Expeditionary Learning model and the Common Core State Standards. Assist team as needed with gym instruction, lunch/recess duties and after school. Conduct rehearsals and class meetings with MS/HS bands. - Teaching Artist, Urban Arts Partnership — 2008-Present Lead Teaching Artist and presenter. Create and implement year long arts integration residencies aligned with the Common Core State Standards. Implement social justice based music after school programs for K-12 students. Support new teaching artist hire. Develop arts integration curricula for educational partnerships. - Teaching Artist, Marquis Studios — 2011-Present Create and implement music and music therapy residencies for students with special needs. Present professional development workshops at national conferences. - Teaching Artist, Lincoln Center Education — 2008-Present Implement music residencies following Aesthetic Education curricula. - Teaching Artist, Bash The Trash Environmental Arts — 2007-Present Lead teaching artist, performer and presenter. Conduct educational concerts and workshops across the country. - Teaching Artist, Manhattan New Music Project — 2008-2012 Implement a bilingual, interdisciplinary, theatre based year long residence for students K-5. - Percussion Department Co-director, Counselor Manhattan School Of Music Summer Camp — 2007-2013 Teach private lessons, percussion ensembles for major and non majors. Lead sectionals and assist in symphonic band and orchestra rehearsals and concerts. Coach and conduct ensembles. Teach Latin jazz percussion. Teach jazz improvisation. Teach ear training. - Certified Level 1 Teacher, Music Together, 2005-2008 Taught classes in English and Spanish for children aged 0-5 with their caregivers. Special SKILLS Music production & technology: Garageband, Finale, MaKey MaKey. Website and blog development through Wordpress and social media platforms. Fluent in Spanish, Portuguese and English Professional affiliations NAfME – National Association for Music Education NYSSMA – New York State School Music Association MEANYC – Music Educator’s Association of New York Amp Up NYC! - Berklee College of Music’s PULSE Institute, Little Kids Rock NYC AOSA – New York City Chapter of the American Orff-Shulwerk Association KONY – Kodaly – Organization of New York TI:ME – Technology in Music fundraising experience - 2014, Successful Kickstarter Campaign Educational activism trip to the village of Kopeyia, Ghana in West Africa to teach an interdisciplinary arts based English language program for kids aged 2-25. - 2012, 2008, 2005, “Cultural Ambassador” Grants Recipient. U.S. Department of State Work with the U.S. Embassy in La Paz, Bolivia to develop three separate jazz education programs for audiences across the country.
As an educator and activist, my main goal is to architect environments where students have fun discovering the world around them through music, stay engaged in learning, and most importantly become great citizens of the world, who grow up to be the builders of a happy, safe and beautiful world. For this I have created a non profit organization; “E3 Education ; Engage - Educate - Entertain” My teaching practice is deeply anchored in Howard Gardners’ Theory of Multiple Intelligences. I love designing developmentally and culturally appropriate curricula (read: games!) that allow my students to experience information across their different intelligences and through interdisciplinary art forms so that they not only learn in ways that are natural to them, but also so that they can learn new and different ways of learning. During a lesson on the Afro Cuban 3:2 Clave beat, my students get to explore that rhythm by playing it, singing it, making a mathematical equation based on it, creating a choreography based on 3’s and 2’s, writing haikus based on it and more. This approach allows me to truly have a differentiated classroom and to build a sense of trust between my students and me. My students trust me that I will teach them in a way that they will understand. A positive by-design-byproduct of the multiple intelligences frame of mind is that the lessons are extremely fun. I strive to instill in my students a sense of play. After all; we play music. Being a student of the rich percussion cultures of West Africa, Brazil, Cuba and the Middle East, I am enchanted by the organic layering and juxtaposition of rhythms. In my elementary school music classes, I focus on teaching rhythms and sounds from different cultures around the world. I do it first by ear and repetition, then by teaching non traditional music notation, and finally by teaching my students traditional music notation using a method that I created based on syllables, pictures and musical notes. Usually right before winter break, my first graders can read, write and perform any combination of quarter notes, eight notes and sixteenth notes. Another big part of my practice is to instill in children the idea that music can be a vehicle for change in our society. I strive to empower them to learn, think and speak up for social justice and human rights. Throughout the year, I assign my students to create original musical masterworks in response to issues that they care about. My music students have created PSA music videos protesting the NYPD’s practice of Stop & Frisk, created musical flash-mobs protesting the high sugar content of school snacks, and even become pen pals with President Barack Obama when they sent their art project featuring boomwackers and crayons about their concerns regarding school safety following the Sandy Hook School mass shooting. Through their own artistic master works, my students become elements of change within their own communities.
Manhattan School of Music : -2008 Arts-in-education Humanitarian / Leadership Outreach Award -Full Scholarship University of New Orleans : -The Presidential Award -Full Scholarship U.S. Department of State: -Cultural Ambassador 2011, 2005
Advanced Certification in Music Education, 2105 Brooklyn College. Brooklyn, NY - MM in Jazz Studies, 2008 Manhattan School of Music. New York, NY - BA in Jazz Studies, 2005 University of New Orleans. New Orleans, LA
Percussionist Martin (pronounced mar-TEEN) Urbach juxtaposes his Bolivian and Jewish roots with his experience as an immigrant in the United States to add color to his sophisticated drum grooves. is a Latino immigrant, education activist and advocate for children. His work in the classroom is based on creating safe spaces for young students to fall in love with music and to promote social justice through music making. He holds a BA in jazz performance from the University of New Orleans, and a MA in jazz arts from the Manhattan School of Music and an Advanced Certificate in Music Education from Brooklyn College. He serves as full time music educator at P94M@188, The Spectrum School; an arts based middle and high school for students on the autism spectrum in New York City. Over the past ten years, Martin has taught music, literacy, STEAM and social justice courses to over three thousand students, from PreK to graduate school. In addition, Martin keeps a busy schedule performing concerts around the world and writing music for his own projects as well as his friends' projects. When not teaching, planning or performing, one can find Martin baking and eating chocolate chip cookies, and speaking in his Cookie Monster voice. Through performing and teaching, Martin spreads the joy that music brings to his life.
English Language Arts, Specialty, Math, Science, Social Studies - History, Arts & Music, Music, Music Composition, Vocal Music, Instrumental Music, Computer Science - Technology, Curriculum & Instruction, Other (Social Studies - History), Classroom Management, Holidays/Seasonal, Back to School, Poetry, Black History Month, Classroom Community