Sharon Parks, a founding member of the Kodály Music Educators of Kansas, was full of unconditional love and unending joy in all of her life's endeavors. As a teacher, she was incredibly energetic and believed that she could change the lives of her students through the music and love she shared with them. In our chapter, she filled each event with joyfulness and was always eager to share a song, story, puppet show, or singing game! The Sharon Parks Memorial Scholarship was founded in the fall of 2012 to assist those who strive to bring high-quality music education to the children of Kansas.
The purpose of the Sharon Parks Memorial Scholarship is to provide partial funding to a KMEK member toward study in the Wichita State University Kodály Certification program.
- Judy Mareda, Scholarship Co-Founder
The purpose of the Sharon Parks Memorial Scholarship is to provide partial funding to a KMEK member toward study in the Wichita State University Kodály Certification program.
- Judy Mareda, Scholarship Co-Founder
Past Recipients
2025: Ethan Wedel, Millicent Brown
2024: Annie Bryant, Kiesha Cook, Anna Wade
2023: Ben Wang
2022: Rachel Hunt and Melinda Harper
2019: Ada May and Claire Drevets
2018: Ashley Wolf and Jia Liang Chew
2016: Erin Buster & Kari Plagmann
2015: Heather Ryan & Laura Klaassen
2014: Angie Huck, Tillie Ehresman, & Matt Nutter
2013 Inaugural Scholarship Recipients: Lindsay Jervis & Kim Noller
2024: Annie Bryant, Kiesha Cook, Anna Wade
2023: Ben Wang
2022: Rachel Hunt and Melinda Harper
2019: Ada May and Claire Drevets
2018: Ashley Wolf and Jia Liang Chew
2016: Erin Buster & Kari Plagmann
2015: Heather Ryan & Laura Klaassen
2014: Angie Huck, Tillie Ehresman, & Matt Nutter
2013 Inaugural Scholarship Recipients: Lindsay Jervis & Kim Noller
Congratulations to the 2025 Sharon Parks Memorial Scholarship recipients!
Ethan Wedel, Level 2
Millicent Brown, Level 1
Here is a bit of what this year’s recipients had to say about their interest in studying the Kodaly process:
My interest in the Kodály concept of music began at Wichita State University, where I learned the very basics of the Kodály method from my professors, and I saw from my many observations in the Wichita School district the incredible effectiveness of Kodály teachers. I have seen the joy and love for music that these great teachers have instilled in their students, and I want that same joy for music to be brought into my own classroom and shared with my students. Using what I learned in college and what I saw from my observations, I have worked hard to give my students that joy over my 3 years of teaching, but I want more for them. Although my knowledge and experience of the Kodály method is limited, I have seen how effective the little that I do know has been in my classroom, and I am eager to take my students even farther. I know that with a greater understanding of the Kodály method I can better reach my students, and give them the tools they need to become lifelong musicians.
-Ethan Wedel
The ideals of Kodaly music closely align with my own vision for what music education should be. I have always been interested in how music impacts every person. In my elementary music classroom, my goal is to connect the students through music. I worked with students with disabilities, English language learners, and general education students all in the same setting. I enjoy watching students' faces light up as we learn a song. For example, I taught a preschool student with Down's Syndrome. He would find such joy in singing a song for the class. After he would finish singing, he would grin and clap ecstatically for himself. His classmates would all join in, and we would have a celebration of music. Another example is uniting students who speak different languages. For my spring concert, I chose a piece that was in Spanish. I had the kindergarten, first, and second graders sing this song together. After the concert, the students had to fill out a concert reflection. Almost every student in those grades wrote that their favorite song was the song in Spanish. The students are deeply connected through language and song. I loved seeing those students interact through music. I believe the Kodaly Concept of Music will hone my skills and continue to ignite my passion for music education.
- Millicent Brown
Millicent Brown, Level 1
Here is a bit of what this year’s recipients had to say about their interest in studying the Kodaly process:
My interest in the Kodály concept of music began at Wichita State University, where I learned the very basics of the Kodály method from my professors, and I saw from my many observations in the Wichita School district the incredible effectiveness of Kodály teachers. I have seen the joy and love for music that these great teachers have instilled in their students, and I want that same joy for music to be brought into my own classroom and shared with my students. Using what I learned in college and what I saw from my observations, I have worked hard to give my students that joy over my 3 years of teaching, but I want more for them. Although my knowledge and experience of the Kodály method is limited, I have seen how effective the little that I do know has been in my classroom, and I am eager to take my students even farther. I know that with a greater understanding of the Kodály method I can better reach my students, and give them the tools they need to become lifelong musicians.
-Ethan Wedel
The ideals of Kodaly music closely align with my own vision for what music education should be. I have always been interested in how music impacts every person. In my elementary music classroom, my goal is to connect the students through music. I worked with students with disabilities, English language learners, and general education students all in the same setting. I enjoy watching students' faces light up as we learn a song. For example, I taught a preschool student with Down's Syndrome. He would find such joy in singing a song for the class. After he would finish singing, he would grin and clap ecstatically for himself. His classmates would all join in, and we would have a celebration of music. Another example is uniting students who speak different languages. For my spring concert, I chose a piece that was in Spanish. I had the kindergarten, first, and second graders sing this song together. After the concert, the students had to fill out a concert reflection. Almost every student in those grades wrote that their favorite song was the song in Spanish. The students are deeply connected through language and song. I loved seeing those students interact through music. I believe the Kodaly Concept of Music will hone my skills and continue to ignite my passion for music education.
- Millicent Brown