Amy Sandlin is a graduate of East Carolina University in Greenville, North Carolina, where she received her Bachelor of Music Education Degree in 1992, and her Masters of Music Education Degree in 1994. She has been a band director in New Hanover County since August of 1995.

In 2012, Mrs. Sandlin renewed her National Board Certification. Mrs. Sandlin is a member of the Wilmington Symphony Orchestra and the Wilmington Symphonic Winds, where she plays Oboe and English Horn, and also performs at area churches and community concerts.

She has been the guest conductor with the New Hanover County All-County Band, Wake County All-County Band, Pender County All-County Band, and Brunswick County All Count Band, and NCBA Central District All-District Concert Band.

Mrs. Sandlin's bands have received ratings of "Excellent" and "Superior" at State Band Festivals, won first place at the King's Dominion and Busch Garden's Music In The Parks Band Festivals, and participated in New Hanover County's 1999-2008 productions of "Best Foot Forward". Students under Mrs. Sandlin's direction have placed in the New Hanover County All-County Bands, All-District Bands, and All-State Honors Bands, as well as various summer band camps, such as East Carolina University and the University of North Carolina at Greensboro.

Mrs. Sandlin was chosen by her peers as the recipient of the 2012 NCBA Eastern District's "Award of Excellence".


The following excerpts are from "Linking Music Learning to Reading Instruction" by Dee Hansen and Elaine Bernstorf. This article appeared in the March 2002 edition of the "Music Educators Journal".

Music educators struggle with the sometimes contradictory philosophies of the study of music for its own sake versus the study of music in support of other nonmusical skills. While reports such as James Catterall's analysis of the Department of Education's National Education Longitudinal Study of 1988 (NELS:88) imply that musical learning has positive effects on mathematics and reading skills, caution is advisable before overeagerly embracing this good news. The "music-helps-you-do-English-and-math-better" philosophy may miss the essential point of studying music. The study of music for its own sake is an ideal that music educators work to preserve through rich and comprehensive music education programs, but some issues of school reform are making the realization of that ideal a greater challenge than ever.


Discontinuing music programs could deprive students of kinesthetic, aural, oral, visual, and emotional experiences that will ultimately bring the written texts to life.

Instruction in music can be a particularly rich source of support for achieving reading literacy.

Learning in music and the arts opens doors to a vast array of enlightening influences and life-changing experiences that can contribute to reading skills.

Susannah Lamb and Andrew Gregory fuond a high correlation between children's ability to read and ability to discriminate pitches accurately.

Brain researchers are have just begun to discover music as a whole-brain function.


The following information is from the book "The Music and Literacy Connection", Dee Hansen, Elaine Bernsdorf, Gayle M. Stuber, pub. MENC, The National Association for Music Education.

Figure 6.1
Reaching Comprehension: Common Reading Strategies, Activities, and Parallel Music Activities
Reading Strategy
Reading Class Activity
Music Class Activity
Finding the Main Idea Find critical facts and details in narrative (stories) or expository (informational) literature. Identify themes, melodies, or motifs through repeated rhythmic and melodic patterns, tonal centers, etc.
Sequencing Identify the beginning, middle, and end of a story.

Determine the form through repetition of cadential patterns, melodic and rhythmic structure, phrase structure, climactic points, etc.

Summarizing Pull together information in a meaningful way through written or oral presentations. Analyze compositional elements, discuss historical context, create an original piece in the style of a given composer or style period.
Making predictions Reach conclusions and predict outcomes based on prior knowledge combined with knew knowledge. Explore the effects of key changes or changes of modality, meter, style, and tempo on existing music. Write a new ending or change the affective elements in the music.
Using imagery Use imagination to create pictures in the mind about what the students have read or studied and then communicate what they "see." As children rehearse music, imagine elements of nature (birds soaring, a thunderstorm, etc.) to transform note playing into the music making.
Retelling Respond to stories by retelling, role-playing, drawing pictures, and storyboards. LIsten to and describe musical performance. Move to music, sight read and reread for precision, improvise on an existing melodic or rhythmic motif.
Writing Construct meaning through written expression. Reread and write about a story, or create a new story based on given story elements. Compose and arrange music. Reflect on evaluations of performances or write about music in journals for persuasive writing assignments.
From Kansas State Department of Education. 2000. Literacy Instruction Now: Knowledge for Teachers Implementing State Standards (LINKS). http://www.ksde.org/outcomes/links.pdf


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