| Presenter's Short Biography | Ms. Kelley Johnson is an accomplished music educator, clinician, and instructional leader with extensive experience at the middle and elementary school levels. She is widely recognized for her ability to build strong, student-centered band programs that prioritize musical excellence, equity, and long-term ensemble growth.
Ms. Johnson holds a Bachelor of Science degree in Music Education from Bethune-Cookman University. She is currently pursuing a Master’s degree in Curriculum & Instruction with a concentration in Music Education. Her professional work reflects a deep commitment to effective rehearsal pedagogy, ensemble development, and music literacy at the foundational and intermediate levels.
In addition to her classroom teaching, Ms. Johnson has served in numerous instructional leadership and service roles. She is a District Coordinator for Large Group Performance Evaluation (LGPE) and has coordinated district-level music initiatives, including Honor Band events, All-State preparation programs, and Beginner Jumpstart clinics. She is frequently invited to serve as a Middle School Honor Band Clinician, Guest Conductor, and consultant for school ensembles and district clinics. Ms. Johnson is also passionate about professional development and serves as a mentor to early-career music educators, guiding them in curriculum design, classroom management, and program sustainability.
Ms. Johnson maintains active membership in several professional organizations, including the National Association for Music Education (NAfME), Georgia Music Educators Association (GMEA), National Band Association (NBA), Minority Band Directors National Association (MBDNA), Women Band Directors International (WBDI), and the Association for Black Women Band Directors (ABWBD). She is also a member of Tau Beta Sigma National Honorary Band Sorority, Inc., and Sigma Alpha Iota International Music Fraternity.
Through her work as a clinician, conductor, and mentor, Ms. Johnson continues to impact students and educators by fostering musical growth, confident leadership, and excellence in music education.
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| Session Description | The final days before a performance are often the most critical yet least strategically planned phase of ensemble instruction. Many directors unintentionally remain in teaching mode, overcorrecting and disrupting the consistency and confidence students need to perform at their highest level.
This session presents a clear, practical framework for shifting into performance mode during the final rehearsal cycle. Using a four-phase model including Precision and Priorities, Stability and Confidence, Performance Simulation, and Protecting the Performance, participants will learn how to make intentional rehearsal decisions that prioritize musical clarity, student confidence, and performance readiness.
Attendees will gain actionable strategies for each phase, including how to address errors efficiently, structure effective run-throughs, build ensemble endurance, and reinforce musical decisions that lead to consistent results on stage. Emphasis is placed on creating a rehearsal environment that promotes focus, independence, and the ability to recover in real time.
Applicable across grade levels and ensemble settings, this session provides directors with a focused roadmap for the final stretch before a performance, so ensembles present their best work when it matters most.
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