Lopez discussed how ADHD is not an attention or learning problem, but a disorder of executive function. He explained why ADHD matters in schools and what factors worsen or improve behavioral responses. He addressed how teachers can design an environment so students with ADHD in the fine arts can succeed.

This case study revealed four themes that emerged during data analysis: cultivating servingness, inhibiting servingness, reframing servingness, and reinforcing servingness. Four participants provided perspectives on the credibility, depth and scope of impact of HSI initiatives in their musical experiences. 

This lecture explored the psychological and cultural frameworks of mariachi’s appeal with a live mariachi demonstration. Drawing on Vygotsky’s cultural-historical theory, López bridged Mexico’s history, symbols, and arts to humanity's need for connection, resilience, and expression. Through grief, love, identity, and play, mariachi contributes to healing, familismo, and thriving within community and academic spheres.

This lecture explored the Latin American music movement and its evolution alongside 1960s sociopolitical tensions, fusing Mexican culture with American genres expressed as bicultural arts and resilience. Ritchie Valens, Los Lobos, Trini Lopez, and Freddy Fender embodied bimusicality and bicultural pride, creating new national musical spaces for Chicano artistry.

The professional development clinic demonstrated the importance of the teacher in the classroom for Latino music students. Culturally relevant practices, bilingual support, and community focused strategies were discussed in how they supported student connectedness and growth. A presentation of influences such as opportunity gaps, challenges like low SES and stereotype threat, family engagement, were discussed.

TMEA February 13, 2026