Mountain Lake Colloquium
for Teachers of
General Music Methods
May 17-20, 2015
Traditions and Transformations
May 17-20, 2015
Colloquium Coordinators
Diane Persellin, Trinity University
Janet Robbins, West Virginia University
~~~
Program Committee
Janet R. Barrett, University of Illinois, Urbana Champaign
Janet Cape, Westminster Choir College of Rider University
Brent Gault, Indiana University
Lori Gray, University of Montana
Lisa Huisman Koops, Case Western Reserve University
Jeananne Nichols, University of Illinois, Urbana Champaign
Diane Persellin, Trinity University
Kathy Robinson, University of Alberta
Janet Robbins, West Virginia University
Sandra Stauffer, Arizona State University
Evan Tobias, Arizona State University
Institutional Support from
Middle Tennessee State University School of Music
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Colloquium Schedule At-A-Glance
Sunday, May 17
3:30 PM
4:00
6:00–7:15
7:30–9:00
Registration Opens (Lobby)
Nature Hike (meet in Lobby)
Cookout (Mary’s Barn)
Opening Session (Ballroom)
Monday, May 18
6:30 AM
7:00
8:45
9:00–10:00
10:00–10:30
10:30-11:45
11:45-1:00 PM
1:00-1:50
1:50-2:00
2:00-3:15
3:20-4:15
4:15-5:30
4:15-5:30
5:30-7:00
7:00-8:15
8:30-9:30
Nature Hike (meet in Lobby)
Breakfast (Harvest Restaurant)
Songs to Build Community
Keynote Address: Patricia Shehan Campbell (Ballroom)
Break
Plenary Session (Ballroom)
Lunch and Lunchtime Conversations
Keynote Address: Martha Gonzales (Ballroom)
Break
Simultaneous Sessions
(Ballroom, Cascade Room, Giles Room, Oak Room)
Idea Fair and Discussion Groups (Ballroom)
Nature Hike (meet in Lobby)
Newcomer’s Happy Hour (Stony Creek Tavern)
Dinner (Harvest Restaurant)
Fireside Chat (Ballroom)
Jam Sessions
(Ballroom, Cascade Room, Giles Room, Oak Room)
Tuesday, May 19
6:30 AM
7:00
8:45-9:00
9:00-10:00
10:00-10:30
10:30-11:45
11:45-1:00 PM
1:00-1:50
1:50-2:00
2:00-3:15
3:15-4:30
4:30-5:30
5:30-7:00
7:00-9:30
Nature Hike (meet in Lobby)
Breakfast (Harvest Restaurant)
Songs to Build Community (Ballroom)
Plenary Session (Ballroom)
Break
Simultaneous Sessions
(Ballroom, Cascade Room, Giles Room, Oak Room)
Lunch and Lunchtime Conversations
Keynote Address: Quetzal Flores (Ballroom)
Break
Simultaneous Sessions
(Ballroom, Cascade Room, Giles Room, Oak Room)
Research Gallery (Ballroom)
Nature Hike (meet in Lobby)
Dinner (Harvest Restaurant)
An Evening in the Barn (Mary’s Barn)
Wednesday, May 19
6:30 AM
7:00
8:30-8:45
8:45-9:00
9:00 – 12:00 PM
12:00-1:00
Nature Hike (Lobby)
Breakfast (Harvest Restaurant)
Book Giveaway (Ballroom)
Songs to Build Community (Ballroom)
Plenary Session (Ballroom)
Lunch (Harvest Restaurant)
Program
May 17, Sunday
3:30 PM
Registration (Lobby)
Sign up for Luncheon Roundtable Conversations at the Colloquium
Registration Desk.
4:00
Nature Hike
Meet in the lobby if you would like to go for a hike around Mountain
Lake with Buckey Boone.
6:00
Cookout (Mary’s Barn with cash bar)
7:30-9:00
OPENING SESSION (Ballroom)
Welcome
Diane Persellin, Trinity University
Janet Robbins, West Virginia University
Songfest and “Meta”-morphosis Mixer
Brent Gault, Indiana University
Ann C. Clements, Pennsylvania State University
~~~
May 18, Monday
6:30 AM
Nature Hike (Lobby)
Meet Buckey Boone for a morning walk.
7:00
Breakfast (Harvest Restaurant)
8:45-9:00
Songs to Build Community (Ballroom)
Martina Vasil, West Virginia University
Rob Amchin, University of Louisville
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9:00-10:00
KEYNOTE ADDRESS (Ballroom)
Musings, Fusings and Mistaken Identities: The Checkered History of
Ethnomusicology and Education in Scholarship and Practice
Patricia Shehan Campbell, Professor of Music Education and Chair of Ethnomusicology,
University of Washington
Carol Scott Kassner, host
10:00-10:30
Break
10:30-11:45
PLENARY SESSION (Ballroom)
Design & Iteration for Transformation
Evan Tobias, Isaac Bickmore, Ryan Bledsoe, and Jesse Rathegeber, Arizona State University
This interactive session features collaborative currere to reconceptualize, analyze, and
synthesize accounts of transformative work. We describe themes of design, experience, and
iteration in relation to traditional and innovative practices.
Abigail Van Klompenberg, host
Monday Afternoon
11:45-1:00 PM
LUNCH AND LUNCHTIME CONVERSATIONS
Lori Gray, Coordinator
Organizing the Methods Class—A Roundtable Forum
Rob Amchin, University of Louisville
Share ideas on how you structure your elementary methods class. Bring ideas and a
sample syllabus to share. One example from the University of Louisville will be presented
for comparison.
Homelessness in Music Education
Corrie Box, Arizona State University
Current research on music and homelessness often focuses on use of music outside the
classroom. Our discussion will raise awareness about interactions with children who are
homeless in our schools.
What’s It (Your Career) All About, Alfie (Your Name Here)?
Joanne Rutkowski, Pennsylvania State University
We will explore themes that may assist us in prioritizing the many facets of our
professional lives (teaching, research/creative activity/service) to keep a focus on what
truly matters.
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Breaking the Mold: Transforming Music Education Within a Traditional
Standards-Based System
Michelle McConkey, California State University, Chico
Lori Gray, University of Montana
Participants will explore ways in which music teacher educators can prepare pre-service
teachers for the National Core Music Standards and the Common Core while maintaining
their creativity and contemporary delivery.
Life is What Happens to You While You're Busy Making Other Plans: Narratives of
Male Elementary General Music Teachers
Raychl Smith, East Carolina University
Chris Watson, Greene Valley School, Boone, NC
Doug Baker, Easton Elementary School, Winston-Salem, NC
We will discuss a recent narrative research study that described and documented how
three male elementary general music teachers recount and interpret their professional
and personal lives.
1:00-1:50
KEYNOTE ADDRESS (Ballroom)
Collective Songwriting: Theory and Knowledge Production
Martha Gonzales, Chicana artivista (artist/activist) and Assistant Professor at
Scripps /Claremont College
Drawing from over 20 years of professional music experience, Gonzalez will discuss how
she has developed and implemented the "collective songwriting" technique in various
community sites and in her own classroom. Gonzalez will demonstrate how the collective
songwriting technique can be an important dialectic tool that has the potential to engage
and/or build community in new and innovative ways.
Sandra Stauffer, host
1:50-2:00
Break
2:00-3:15
SIMULTANEOUS SESSIONS “Extending the Conversation”
BALLROOM (Janet Cape, host)
Transformation Through Policy and Advocacy
“At the Table or On the Menu?: Policy and General Music Education"
Lauren Kapalka Richerme, Indiana University
Using policy frameworks developed by Kingdon and Mehta, this paper examines how
education and music education policymakers frame discourse regarding standards and
accountability and offers practical suggestions for general music educators.
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“Leading Notes: Changing Policy to Make Music Education Stronger in Your
Community”
Alexandra Eaton, National Association for Music Education (NAfME)
An overview of how politics and public policy are shaping the education landscape at a
national level and what grassroots tactics teachers can successfully use to create
meaningful, positive change.
“Standards and Curriculum as Advocacy”
Ed Duling, Kent State University
Can we music teacher educators help future (and inservice) teachers craft standards and
curricula into advocacy tools to transform and solidify music's place in our schools?
CASCADE ROOM (Ryan Bledsoe, host)
Transforming Music for Students with Disabilities: A Social Justice Approach
Kimberly McCord, Illinois State University
Deborah VanderLinde, Oakland University
Jennifer Thomas, University of Illinois, Urbana Champaign
Learners with disabilities continue to struggle with accessibility in education. In this
session, we will focus on law regarding disability on university campuses, rights of
students and faculty with disabilities, and possibilities from the US and abroad.
GILES ROOM (Mara Culp, host)
Honoring the Ear: Expanding Our Definition of Music Literacy
Constance McKoy, Karen Thomas and Jacqueline Secoy, University of North Carolina at
Greensboro
This panel will interrogate perceptions of the value of aural learning in music from 3
perspectives: Gordon’s Music Learning Theory and both formal and informal music
learning contexts.
The Transformation of World Music Content in Elementary General Music over
the Past 20 Years
Kathy Robinson, University of Alberta
This session addresses the specific musics that have been filling Michigan’s elementary
music classrooms over the past twenty years and how this repertoire and contexts for
sharing have changed over time.
OAK ROOM (Amy Gwinn-Becker, host)
Experiencing the Transformative Power of World Music: Teachers, Students, &
Communities
Sharon Davis Gratto, University of Dayton
This session will include sounds, pictures, and narrative commentary about personal
experiences that demonstrate the transformative power of world music to stir emotion
and facilitate change in the lives of teachers, students, families, and community members.
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Leaving the Yellow Brick Road: Transformative Learning in a University Music
Program
Katy Strand, Indiana University
I will share research that examined service learning in a university choir and findings that
indicated students’ transformations in receptivity to new ideas, recognition of value, and
beliefs about themselves as performers.
Musical Identity Podcasts: A Culturally Responsive Practice
Vanessa L. Bond, Hartt School of Music, University of West Hartford
Come explore podcasts through the lens of culturally responsive pedagogy. I will give a
brief overview of CRP tenets prior to outlining the step-by-step process and sharing
student examples.
3:20-4:15
IDEA FAIR & DISCUSSION GROUPS (Ballroom)
Evan Tobias, Coordinator
Viewing Our Musical World Through the Eyes of a Neuroscientist
Penny Dimmick, Butler University
This session will consider the benefits and implications of a unique collaboration between
music professors and neuroscientists in a Psychology of Music class, along with the interdisciplinary and inter-professional research project that began as a result of this
partnership.
Music for the Every Person: Descriptions of Three Inclusive Music Communities:
Music for People, InterPlay, and Creative Motion
Raychl Smith, Eastern Carolina University
Mary Cohen, University of Iowa
The purpose of this research is to describe the evolution, purposes, and practices of three
inclusive music communities that encourage any person at all levels to express him- or
herself through music-making.
Why Didn’t I Learn That in College?: Connecting Teacher Preparation Programs to
the Realities of Public Education Today
Abigail Van Klompenberg, Castle Hills Elementary, San Antonio, TX
An elementary teacher connects her experiences and conversations with other practicing
educators to explore the disconnect between teacher preparation programs and the
realities new educators face in public schools today.
Structured Improvisation and Modular Design
David Edmund and Jian-Jun Chen-Edmund, University of Minnesota Duluth
Join us for sequential improvisation modules with a balance between freedom and
structure. Selections are derived from Kodály and Orff practices. Procedures and materials
for planning modular improvisation are included.
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Steps to Transformation: Formative Assessment in General Music Methods
Courses
Laura Artesani, University of Maine
Sarah H. McQuarrie, Bridgewater State University
Formative assessments can be used effectively to provide feedback from students and
inform decisions about General Music Methods courses in the form of graphic organizers,
collaborative activities, and reflections.
Pre-Student Teaching Practicum Experiences: Tried-and-True and New
Sharon Davis Gratto, University of Dayton
Pre-student teaching practicum placements vary widely among certification programs.
Some may be 'tried-and-true;’ others may be new. Share in a panel discussion of both
traditional and innovative pre-student teaching practice.
Puppets, Tuning Forks and Folk Songs for Tenure
Becky Halliday, University of Montevallo
Ted Hoffman, University of Montevallo
Amy Spears, Nebraska Wesleyan University
Ann Harrington, University of Kentucky
This session will examine the relevance of practitioner-directed professional development
for instructors of undergraduate teacher education courses. The researchers conducted
respective self-studies after completing a Level 1 Kodály certification course.
4:15-5:30
Nature Hike
Meet Buckey Boone in the lobby for an afternoon walk.
4:15-5:30
Newcomer’s Happy Hour (Stony Creek Tavern)
We welcome those attending the Colloquium for the first time to join us at
the bar.
Vanessa Bond, Host
5:30-7:00
Dinner (Harvest Restaurant)
7:00-8:15
FIRESIDE CHAT (Ballroom)
Convivencia
Patricia Shehan Campbell, Martha Gonzalez, and Quetzal Flores
Join our keynote speakers for an informal conversation.
Brent Gault, host
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8:30-9:30
JAM SESSIONS
BALLROOM (Chengcheng Long, host)
New Compositions Inspired by Traditional Indonesian Music
Amy Gwinn-Becker, Northwestern University
Utilizing traditional Indonesian instruments, music, and folktales to inspire new
compositions is exciting to witness and experience. Do both in this session that showcases
student work with Gamelan and your work with Angklung and Smartphones.
CASCADE ROOM (Ann Harrington, host)
Afro Peruvian Music
Amy Beegle, College-Conservatory of Music, University of Cincinnati
Afro-Peruvian music is a percussive and lyrical blend of Spanish and African music and
dance traditions. Participants will play, sing, move, and discuss how this music can be
incorporated into methods courses.
GILES ROOM (Jacqueline Secoy, host)
The Ukulele Hour: Perspectives and Practice from School and Community
“Using Ukulele with Pre-Service Elementary Classroom Teachers”
Kathy King, Auburn University
This presentation will focus on teaching ukulele in a music methods course for preservice
elementary classroom teachers. Students purchased ukuleles, learned basic chords and
strumming patterns, and used the instruments in lab teaching. Examples of course
activities, successes, problems, and student feedback will be shared.
“Exploring Community Ukulele Groups: Implications for Classroom Music”
Adam Kruse, University of Illinois, Urbana Champaign
Robin Giebelhausen, University of New Mexico
This presentation will highlight diversity and commonalities among multiple community
ukulele groups. Examples will focus on potential applications and implications for
classroom music settings.
“Sing and Strum: Ideas in Action”
Based on the best practices and research findings presented, session attendees will
participate in a group ukulele "sing and strum.” Session presenters will lead the group
through various songs employing a variety of strategies appropriate for both community
and classroom settings.
OAK ROOM (Deborah VanderLinde, host)
Musical Making
Ryan Bledsoe and Jesse Rathgeber, Arizona State University
Making music is at the core of music education, but how else are we musical makers? Join
us in a hands-on experience with music technology that encourages making.
~~~
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May 19, Tuesday
6:30 AM
Nature Hike (Lobby)
Meet Buckey Boone for a morning walk.
7:00
Breakfast (Harvest Restaurant)
8:45-9:00
Songs to Build Community (Ballroom)
Constance McKoy, University of North Carolina-Greensboro
Katy Strand, Indiana University
9:00-10:00
PLENARY SESSION (Ballroom)
The Way of the Warrior: Transformative Practice for Renewing and Awakening the
Self in Higher Education
Ann C. Clements, Pennsylvania State University
This presentation provides a theoretical model of how courage, sacrifice, strength,
controlled folly and impeccability can lead to renewal of self in higher education and
reconnect us to our individuality.
Transformation through Poststructuralist Philosophizing: Lessons from The LEGO
Movie
Lauren Kapalka Richerme, Indiana University
Drawing on the characters and plot of The LEGO Movie, this presentation offers an
introduction to poststructuralist philosophy and posits possible applications for general music
education.
Jeananne Nichols, host
10:00-10:30
Break
10:30-11:45
SIMULTANEOUS SESSIONS
BALLROOM (Sharon Morrow, host)
How Can We Help?: Supporting Early Career Music Teachers Through a Virtual
Community of Practice
Janet Cape, Westminster Choir College of Rider University
This presentation will examine the impact of an online mentorship group for music
education graduates in their first years of teaching.
Inspiring Innovation in Pedagogical Practice
Vanessa L. Bond, Hartt School of Music, University of West Hartford
Joanne Rutkowski, Pennsylvania State University
Good teachers are inquirers in their classrooms; therefore, how can we assist future
teachers in developing an action researcher identity? We will share one possible strategy:
the vocal case study project.
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CASCADE ROOM (Michelle McConkey, host)
Active Approaches to Teaching Singing in a General Music Setting: Transforming
and Preserving the Traditional
Julie Scott, Southern Methodist University
Brent Gault, Indiana University
Diane Lange, University of Texas at Arlington
The purpose of this session is to increase understanding of approaches to teaching singing
in a general music class through active music making. Activities demonstrating ways to
teach songs and choral music will be presented.
A Process of Evolution: Transforming Perceptions of Traditionally Identified
Music Education Approaches
Judy Bond, University of Wisconsin, Stevens Point
Kimberly McCord, Illinois State University
Deborah VanderLinde, Oakland University
Panelists will analyze differences and similarities between three teaching segments
presented by teachers trained in one or more of the traditionally identified general music
approaches. The relationship to constructivism will be examined.
GILES ROOM (Christa Kuebel, host)
Music Education in South Africa Transformed
Nicola F. Mason, Eastern Kentucky University
Kerri-Leigh Wayne, Case Western Reserve University
Lisa Huisman Koops, Case Western Reserve University
We discuss the strengths and challenges of general music education reform in South Africa
and propose a vision for transformation toward a child-centered system that
acknowledges the nation's rich diversity.
To Ghana and Back Again: The Challenges and Benefits of Including Multicultural
Music in the General Music Methods Classroom
Bridget Rinehimer, Indiana University
In this presentation I explore my experiences in a Ghanaian cultural immersion music
pedagogy program and the challenges and benefits of adapting these experiences for the
general music methods course.
OAK ROOM (Corrie Box, host)
Internships with Children of Substance Abusing Parents
Amy Beegle, University of Cincinnati College-Conservatory of Music
This session will provide a description of attitudes and behaviors of pre-service music
teachers who have worked with children of substance-abusing parents through a prestudent-teaching community-based after school internship program.
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Invisible No More: Democracy for Sexual Minority Students in the Music
Classroom
Connie Nokes, University of Arizona
This session explores inclusion practices in music education, which challenge
heteronormativity. Suggestions are derived from qualitative interviews and available
research.
What We Can Learn from Music in Corrections: Applying Prison Music
Pedagogies in the Public School Music Classroom
Chris Bulgren, University of Michigan
Mary Cohen, University of Iowa
Catherine Wilson, Iowa Medical and Classification Center
Studies on music education in prisons suggest that the teacher as facilitator encourages
expression and community. Participants will discuss the facilitator model in meeting social
and emotional needs of students.
Tuesday Afternoon
11:45-1:00 PM
LUNCH AND LUNCHTIME CONVERSATIONS
Lori Gray, Coordinator
Pitch Matching Transformations in Young Singers
Sharon L. Morrow, Westminster Choir College of Rider University
I will share a study that mapped learning curves for 250 young students while developing
the ability to match pitch. Results yielded provocative findings related to gender and age
and point to the importance of early exposure.
Calling Dr. Mom: Navigating The Dual Vocation of Young Mother and Professor
Ann C. Clements, Pennsylvania State University
Elizabeth Bucura, Eastman School of Music
Lisa Huisman Koops, Case Western Reserve University
We explore the experience of being music education professors as well as mothers of
young children, with an emphasis on the strengths that have come along with challenges
and barriers.
The Arts at the Center: Are You Serious?
Sue Snyder, The Total Learning Institute at aeIDEAS
We say music and the arts should be at the center of learning? Serious research supports,
model programs, challenges, processes and action steps for arts-integrated programs will
be shared and discussed.
13
Where Have All the Morals Gone? Promoting Reciprocal and Reflective
Conversations for Ethical Choices in the Music Classroom
Laura Dunbar, University of Wisconsin, Eau Claire
Shelly Cooper, University of Arizona
Copyright law can be difficult to navigate in the Information Age. A dialogue is needed to
help music education students make ethical decisions regarding copyright and fair use.
Voices in a Meeting Place: Classrooms as Peaceable Places
Deborah VanderLinde, Oakland University
This conversation will explore issues of church and state, the paradox of inclusion and
diversity, ethics of care, and the notion of classrooms as peaceable places.
1:00-1:50
KEYNOTE ADDRESS (Ballroom)
In Community with Music
Quetzal Flores, Artivista and Community Organizer
Quetzal Flores will discuss his musical trajectory and the synthesis of social movement,
community organizing, and culture production.
Dan Sheehy, Smithsonian Center for Folklife and Cultural Heritage, host
2:00-3:15
SIMULTANEOUS SESSIONS
BALLROOM (Evan Tobias, host)
iPads and Cover Songs: Alternative Routes to Music Making in Elementary
General Music
Donna Gallo, Westminster Choir College of Rider University
The session focuses on sequential processes to engage 4th grade students in using
Garageband for iPads across an informal music learning unit. Videos of student work are
included.
Popular Music and Informal Music Learning Practices in a Traditional University
Recorder Course: Balancing Innovation and Tradition
Martina Vasil, West Virginia University
This session examines the integration of popular music and informal music learning
practices in higher education and describes a recorder “Pop-Tune Project” from the
perspectives of the instructor and students.
Reflecting In Action: Preservice Teacher and Graduate Student Reflections on a
Middle School Songwriting Project
Isaac Bickmore, Jesse Rathgeber, Tyler Cano and Nicole Sanchez, Arizona State
University
Two graduate students and two undergraduates discuss their experiences facilitating a
middle school songwriting project. We address tradition and change in the realms of
reflection and practice in teacher preparation.
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CASCADE ROOM (Lauren Kapalka Richerme, host)
Just When We Thought We Were Teaching Digital Natives: Apping Up
Sandra Stauffer and Jesse Rathgeber, Arizona State University
What assumptions have teacher educators made about music, technology, and the current
generation of pre-service teachers? How do pre-service teachers think about the uses of
technology in their pedagogical practices?
The Collaborative Music Education Series: Traditions Meet Innovation Through a
Cross-University Platform for Teaching, Learning, and Sharing
Ann C. Clements, Pennsylvania State University
Katy Strand, Indiana University
This presentation will describe and provide a walk-through of the newly created
Collaborative Music Education Series (CMES). CMES is the first online multi-university
collaborative teaching and learning experience in music education.
Using Game Theory and Virtual Learning Environments to Develop Professional
Behaviors in Preservice Music Teachers
Corin Overland, University of Miami
This session will show how crafting virtual “worlds” can be used to present realistic
scenarios to pre-service teachers in which professional teaching behaviors (organization,
cultural sensitivity, communication) can be practiced and analyzed.
GILES ROOM (Connie Nokes, host)
Looking Back, Now, and Forward: Do Preservice Students Experience
Transformation Over Three Semesters of Field Experience?
Martina Miranda, Angela Munroe and Sarah Van Dusen, University of Colorado Boulder
Since 2004, we have incorporated ethnographic techniques and Schwab’s commonplaces
in semester-long preservice observations with desirable results. This study followed one
preservice cohort over three semesters to determine any lasting impact, patterns over
time, and implications for course content.
Flipping the Research: A New Approach to Collaborative Inquiry in Music Teacher
Education
Lori Gray, University of Montana
Michelle McConkey, California State University Chico
Participants will engage in a real-time study, utilizing personal electronic devices in an
attempt to “flip” the traditional research model and begin a collaborative article for the
Mountain Lake Reader.
Out with the OLD/In with the NEW: Research Project Students WANT to Do
Sarah E. Burns, Shenandoah University
Teachers glean insight into secondary general music students’ musical tastes through
innovative research projects that resonate with the Montessori approach by allowing
individual choice of research within parameters.
15
OAK ROOM (Chris Bulgren, host)
Applications of Cooperative Learning in Music Method Courses Designed for
Preservice Elementary Teachers
John Okley Egger, Indiana University-Purdue University Fort Wayne
Jennifer Shank, Tennessee Tech University
The purpose of this session is to discuss: (1) theoretical foundations of cooperative
learning, (2) benefits of utilizing cooperative learning, (3) effectively constructing
cooperative learning groups, and (4) project ideas for instructors who teach music method
courses for preservice elementary teachers.
The Fluid Infusion of Musical Culture: Embodied Experiences in a Grade One
Classroom
Shelley M. Griffin, Brock University
This inquiry focuses on children’s daily music engagement, both in- and out-of-school,
understanding how music functions in a variety of contexts as an embodied component of
children’s experiences.
3:15-4:30
RESEARCH GALLERY (Ballroom)
Brent Gault, Coordinator
Elementary Methods Students' Perceptions on Teaching—A Qualitative Study
Robert Amchin, University of Louisville
Ten music education majors described their ideal as a teacher and self-image and
identity as teachers. They also presented metaphors for teaching. Comparisons between
their responses were analyzed qualitatively.
Increasing Preschool Generalist Self-Efficacy for Leading Musical Activities:
Design and Implementation of an Online Training Program
Terri Brown Lenzo, Kent State University
Results revealed significant increases in self-efficacy for leading singing, instrumental,
and movement activities. Misconceptions about musical development and music teaching
were ameliorated. The training design and protocols will be presented.
Accessing Humans’ Interactivities with an iPad App: The Carnival of the Animals
Catherine Ming Tu, Texas A & M University-Kingsville
Using finger movement tracking technology, this study provides valuable information
regarding the nature of humans’ (N=15, ages 3 to 70) interactions with an iPad App:
Carnival of the Animals.
A Qualitative Investigation of Speech-Language Pathologists' and Music
Educators' Techniques
Mara E. Culp, Pennsylvania State University
Over a period of three months, I interviewed and observed two music educators and two
speech-language pathologists to examine possible connections between techniques used
that could improve speech sounds.
Teaching and Learning through Inquiry in Early Childhood Music Setting
16
Alena Holmes, University of Wisconsin-Whitewater
How can we bring quality music activities into the preschool curriculum? This session will
discuss the benefits of university and preschool center partnerships and examples of
successful collaboration and research.
Theory Through Practice: A Model for Early Field Experience in General Music
Methods
Rebecca Petrik, Minot State University
Margaret Zidon, University of North Dakota
This action research, predicated on experiential learning traditions, features changes in a
general music methods/practicum course that placed teaching experience at the core of
learning. Preliminary transformational results will be shared.
Differences in Identity Construction Between Pre-service Music Education and
General Education Teachers: Literature Review, Dialogue and Discussion
Ben Price, University of North Texas
This research gallery presentation will explore identity construction among pre-service
music and general education teachers, and highlight differences. In light of these
differences, implications will be discussed, concentrating on pre-service, general education
teachers.
Doubling as a Variable in Singing Accuracy Research
Bryan E. Nichols, University of Akron
I will compare the studies from the singing accuracy literature, including my own data, and
invite a discussion about the conflicting reports of singing accuracy in solo and doubled
conditions.
Unpacking 'General' Music: Origins and Applications
Sarah Bowman, University of Miami
Driven by the perpetual question, "What is general music?," the purpose of this historical
research was to identify origins and aims of the term 'general music' in American music
education.
An Exploration of the Lived Experiences of Instrumental Music Educators in Kodály
Training
Ann M. Harrington, University of Kentucky
Becky Halliday, University of Montevallo
The purpose of this session is to explore lived experiences of instrumentally trained music
educators who participated in and successfully completed a Kodály level I course.
Cultural Competence in the Music Classroom: Student Perspectives
Ruth Gurgel, Kansas State University
What are students’ perspectives in a 7th grade music class regarding effective pedagogy, the
importance of relationships, and reasons for disengagement? The students’ perspectives
suggest a path to teachers’ cultural competence.
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Igniting the Fire Within: Autonomy in the General Music Classroom
Sarah Van Waardhuizen, University of Iowa
The session will explore the definitions and current research surrounding autonomy and
motivation in the general music classroom. This investigation will lead into current
applications of autonomy in the music classroom.
Students’ Perceptions of Performing and Learning the Music of West Africa
Chengcheng Long, Arizona State University
This study explored American college students’ perceptions of their experiences in one
semester of the African Drum Ensemble at a large southwestern university, particularly their
perceptions of performing and learning West African music throughout the course.
4:30–5:30
Nature Hike
Meet Buckey Boone in the lobby for an afternoon walk.
5:30-7:00
Dinner (Harvest Restaurant)
7:00-9:30
AN EVENING IN THE BARN (Mary’s Barn with cash bar)
“Honoring Our Accomplishments”
Nancy Boone Allsbrook and Mary Goetze, Mountain Lake Colloquium co-founders
“Finding Fandangos”
Quetzal Flores and Martha Gonzalez
~~~
May 20, Wednesday
6:30 a.m.
Nature Hike (Lobby)
Meet Buckey Boone for a morning walk.
7:00 AM
Breakfast (Harvest Restaurant)
8:30-8:45
Book Giveaway (Ballroom)
Martina Miranda and Angela Munroe, University of Colorado Boulder
8:45-9:00
Songs to Build Community (Ballroom)
Julie Scott, Southern Methodist University
Sharon Davis Gratto, University of Dayton
18
9:00-12:00 PM
PLENARY SESSION (Ballroom)
This session will consider implications of the College Music Society document,
“Transforming Music Study from its Foundations: A Manifesto for Progressive Change in
the Education of Undergraduate Music Majors,” focusing on the pillars of creativity,
diversity, and integration and their relevance for music education.
Pillars for the Progressive Reform of the Undergraduate Music Curriculum
Patricia Shehan Campbell, University of Washington
Pathways of Progress within the Music Education Program
Patricia Shehan Campbell, University of Washington
Janet R. Barrett, University of Illinois, Urbana Champaign
Transformations over Time: Stepping with Grace into Progressive Change
Janet R. Barrett, University of Illinois, Urbana Champaign
Janet Barrett, host
12:00-1:00
Lunch (Harvest Restaurant)
~~~
A special thanks to those who assisted us:
Heidi Stone, Leanza Kauffman, and staff, Mountain Lake Lodge
Buckey and Joan Boone, nature guides and photographers
Eve Shockley, Middle Tennessee State University Registrar
Nancy Boone Allsbrook and Jennifer Vannatta-Hall, Middle Tennessee State University
liaisons
Martina Miranda and Angela Munroe, materials coordinators
Janet Cape, webmaster
Jeananne Nichols, listserv manager
Martina Vasil, coordinator of session equipment
Kathy Robinson, song coordinator
Vanessa Bond and Lisa Huisman Koops, welcoming newcomers
We also thank those who reviewed the proposals for this colloquium: Carlos Abril, Sarah
Bartolome, Cathy Benedict, Linda Berger, Deborah VanderLinde, Vanessa Bond, Janet Cape,
Regina Carlow, Mary Cohen, David Connors, Shelly Cooper, Laura Ferguson, Brent Gault,
Sharon Gratto, Lori Gray, Karen Howard, Lauren Kapelka Richerme, Jacqueline KellyMcHale, Michelle McConkey, Kim McCord, Martina Miranda, Jeananne Nichols, N. Carlotta
Parr, Kathy Robinson, Cathy Schmidt, Patrick Schmidt, Julia Shaw, Ann Marie Stanley, Katy
Strand, Evan Tobias, and Jennifer Vannatta-Hall.
19
About Patricia Shehan Campbell
Patricia Shehan Campbell is the Donald E. Peterson Professor of Music at the University of
Washington, where she teaches courses at the interface of education and ethnomusicology.
She is the author of Songs in Their Heads, Musician and Teacher: Orientation to
Music Education, Tunes and Grooves in Music Education, Teaching Music Globally of
Oxford’s Global Music Series (co-edited with Bonnie Wade), Lessons from the World, Music
in Cultural Context, co-author of Music in Childhood, and co-editor of the Oxford Handbook
on Children’s Musical Cultures. Campbell has lectured on the pedagogy of world music and
children’s musical culture throughout the United States, in much of Europe and Asia, in
Australia, New Zealand, South America, and South Africa. Dr. Campbell received the MENC
Senior Researcher Award in 2002, and in 2012 she received the Taiji Prize (shared with
Ravi Shankar and Bruno Nettl) for her work on the transmission, teaching, and
preservation of traditional music in schools and university programs of music
education. She is chair of the Advisory Board of Smithsonian Folkways and immediate past
president of The College Music Society.
Pages 5, 9, 19
About Martha Gonzalez
Martha Gonzalez was born and raised in East Los Angeles and is a Chicana artivista
(artist/activist), musician, feminist music theorist and academic. Gonzalez earned a PhD
from the Gender Women Sexuality Studies (GWSS) department at the University of
Washington Seattle. As a Fulbright (2007-2008) and Ford Fellow (2012-2013) she has
published extensively on Chican@ music and popular culture, and music as social
movement. Her academic interest in music has been fueled by her own musicianship as a
singer and percussionist for East L.A’s Quetzal for the last 19 years. Quetzal has made
considerable impact in the Los Angeles Chicano music scene. The unique blend of East Los
Angeles sounds as well as the social justice content in the work has sparked dialogue and
theoretical work among various artist communities, culture theorists, and scholars across
the country, Mexico and Japan. The relevance of Quetzal’s work has been noted in a range
of publications from dissertations to scholarly books. As a result, the U.S. Library of
Congress and Kennedy Center extended an invitation to perform and speak in September of
2011 as a part of their “Homegrown” music series. In addition, the traveling exhibit
“American Sabor: Latinos in U.S. Popular Music” sponsored by the Smithsonian Institute,
featured Quetzal as leaders and innovators of Chicano music. This feat coupled with their
Grammy Award winning album on the Smithsonian Folkways label “Imaginaries” marks the
importance of Quetzal's past and ongoing work. Dr. Gonzalez is currently an Assistant
professor at SCRIPPS/Claremont college in the Intercollegiate Department of Chicana/o
Latina/o Studies where she has developed courses such as Fandango as a De-Colonial Tool
and Chican@ Music: From Genre to Experience.
Pages 6, 9, 18
About Quetzal Flores
Quetzal Flores is an artivista and community organizer. Raised in a family of social
activists, he saw music as a means to work for social justice as well as a form of creative
20
expression. Flores was born in Salinas, California while his parents were organizing farm
workers in that area. His first home was a housing camp provided by the farm owners,
which had served as a Japanese internment camp during WWII. His awareness of being a
member of a disenfranchised cultural minority directed his music performance,
composition, and production, and it steeled his empathy and political alignment with other
disenfranchised communities. In 1992, Flores founded Quetzal, a rock band that
participates in a much larger web of musical, cultural, and political engagement. Flores’s
approach to music is influenced by the East L.A. musical soundscape of Mexican música
ranchera, salsa, Chicano rock, rhythm and blues, and international popular music. [Adapted
from the liner notes from Quetzal’s album, Imaginaries]
Pages 9, 14, 18
About the Founders of the Mountain Lake Colloquium
Nancy Boone Allsbrook is Professor Emerita in the School of Music at Middle Tennessee
State University in Murfreesboro, Tennessee, where she was Coordinator of Music
Education and taught undergraduate and graduate music education methods classes.
Page 18
Professor Emeritа Mary Goetze retired from the Indiana University Jacobs School of Music
in 2007. Her career was devoted to teacher preparation, children’s choirs and promoting
cultural understanding through the way diverse musics are presented and performed. She
continues to travel, write, compose and prepare DVDs in the Global Voices series.
Page 18
About Our 2015 Mountain Lake Presenters
Rob Amchin is a distinguished teaching professor at the University of Louisville where he
teaches graduate and undergraduate music education courses. His interests include
creative thinking, student identity, and Orff pedagogy. He has taught Orff teacher-training
courses, master classes, and workshops throughout the United States and around the
world.
Pages 4, 5, 16
Laura Artesani is Associate Professor in the Division of Music at the School of Performing
Arts at the University of Maine where she teaches music education and music history
courses. She has been the recipient of a research grant from the American Orff-Schulwerk
Association.
Page 9
Doug Baker teaches elementary music at Easton Elementary School in Winston-Salem,
North Carolina. He maintains a successful practice teaching guitar privately in Greensboro.
Page 6
Janet Revell Barrett is the Marilyn Pflederer Zimmerman Scholar and Professor of Music
Education at the University of Illinois Urbana Champaign, where she teaches graduate
21
courses in research, curriculum, philosophy, and music teacher education. She is editor of
the Bulletin of the Council for Research in Music Education.
Pages 2, 19
Amy Beegle is Assistant Professor of Music Education at the College-Conservatory of
Music, University of Cincinnati where she teaches courses in general music methods, urban
music education, and curriculum and assessment. Her research interests include children's
musical creativity and the pedagogy of world music traditions. She studied Afro-Peruvian
music in Seattle and Peru.
Pages 10, 12
Isaac Bickmore is a second year doctoral student in music education at Arizona State
University. His research interests include critical pedagogy, the use of popular music in
public schools, and adolescence.
Pages 5, 14
Ryan Bledsoe is a fourth year doctoral student at Arizona State University. Her research
interests include making, maker culture, technology, and creativity. She teaches at the New
Century Montessori Academy in Dallas, Texas.
Pages 5, 7, 10
Judy Bond is Professor, Coordinator of Music Education, and Conductor of the Women's
Choir at the University of Wisconsin Stevens Point. She is a Past President of AOSA, co-chair
of the Alliance for Active Music Making, and an author of Share the Music and Spotlight on
Music, music textbook series published by McGraw-Hill.
Page 12
Vanessa L. Bond is Assistant Professor of Music Education at The Hartt School where she
specializes in choral music education, early childhood/elementary general music
education, and world music pedagogy. Her research has focused on the musical lives of
young children, culturally responsive teaching, and choral experiences of
underrepresented populations.
Pages 8, 11
Sarah Bowman is a doctoral candidate at the University of Miami. Originally from
Michigan, her background surrounds general, choral, and world musics. She is passionate
about enabling all people to feel comfortable singing. Her current research interests
include singing in everyday life, musical self-efficacy, and internationalizing music teacher
education.
Page 17
Corrie Box received her Masters in Music Education from Texas State University. She has
presented on Kodály pedagogy, technology, and popular music in Texas, Louisiana, Arizona,
and Minnesota. A doctoral student at Arizona State University, her research interests
include identity, participatory culture, and social justice.
Pages 5, 12
22
Elizabeth Bucura is Assistant Professor of Music Education at the Eastman School of Music
where she teaches undergraduate and graduate courses in general music education,
including secondary general music methods, student teacher supervision, and a graduate
seminar, and is an advisor for graduate research.
Page 13
Chris Bulgren is a doctoral student and Graduate Student Instructor in the Department of
Music Education at the University of Michigan where he assists in instrumental and general
music courses. Before coming to Michigan, he taught in Kansas Public Schools for seven
years where he taught elementary general music, beginning band, and high school band.
Pages 13, 16
Sarah Burns is a full-time doctoral candidate for the D.M.A. in Music Education degree at
Shenandoah University and has 25 years’ experience teaching Pre-K through university
music. She has completed both Kodály and Orff-Schulwerk certification. Interests include
general and choral music assessment strategies, curriculum design, world music
explorations and historical research.
Page 15
Tyler Cano is an undergraduate student at Arizona State University studying music
education. He is an accomplished performer on tuba and trombone and has a keen interest
in popular music styles.
Page 14
Janet Cape is Assistant Professor of Music Education at Westminster Choir College of Rider
University where she teaches undergraduate and graduate courses in secondary general
music, instrumental methods, and research. Her research interests include alternative
models of music education, music technology, and narrative research.
Pages 2, 6, 11
Ann C. Clements is Associate Professor of Music Education at the Pennsylvania State
University. Her recent work has focused on application of gaming theory to music
education, modern learning in virtual environments, and instructional design in virtual and
blended environments. She is mother to a wonderfully creative boy named Charles, an
award-winning gardener, and a budding café songstress.
Pages 4, 11, 15
Mary Cohen is Associate Professor of Music Education at the University of Iowa. Her
research area is music-making and wellness with a focus on music in prisons,
improvisation, and collaborative communities.
Page 23
Shelly Cooper is Professor of Music and teaches music education courses at the University
of Arizona. She is editor of General Music Today and the Book/Media Review Editor for the
JHRME. She has choral arrangements published with Hal Leonard and teaches Kodály
certification courses at Arizona State University and the University of New Mexico.
Page 14
23
Mara E. Culp is a Ph.D. candidate in music education at The Pennsylvania State University.
Teaching experiences developed her interests in elementary general music, music
education for students with special needs, and improving speech through music. She has
been an invited presenter and published work related to improving speech by using music.
Pages 7, 16
Penny Dimmick is Professor of Music and Coordinator of the Music Education program at
Butler University where she teaches both undergraduate and graduate courses in music
education. She is also an Assistant Director with the Indianapolis Children’s Choir and is
the Music Director and Worship Leader in her church.
Page 8
Ed Duling, semi-retired, currently teaches and advises as an adjunct in Kent State
University’s masters program. He maintains an avid interest in the areas of integrative
teaching, arts advocacy, curriculum teacher professional development, language and
words, and rural living.
Page 7
Laura Dunbar is Assistant Professor of Music Education at the University of WisconsinEau Claire. A University of Arizona graduate with Ph.D. in Music Education, she has
presented at local, state, and national conferences. Her public school teaching experiences
include band, general music and steel drums.
Page 14
Alexandra Eaton is Policy Analyst/Coordinator at the National Association for Music
Education.
Page 7
David Edmund is Assistant Professor and Chair of Music Education at the University of
Minnesota Duluth. He specializes in elementary methods and foundational improvisation.
He taught elementary music and beginning band for ten years in Florida schools and holds
Orff and Kodály certifications.
Page 8
Jian-Jun Chen-Edmund is Assistant Professor of Music Education at the University of
Minnesota Duluth. She teaches Music in the Elementary Classroom and graduate courses in
music education. Her specialties include Taiwanese folk songs and children’s world music.
She holds Orff and Kodály certifications.
Page 8
John Okley Egger is the Instructor/Director of Music Education at Indiana UniversityPurdue University Fort Wayne where he teaches undergraduate courses in the areas of
elementary music methods, secondary music methods, supervises student teaching, and
introductory courses to music education. He received his M.A. from Teachers College
Columbia University and B.M.E. from the University of Southern Mississippi.
Page 16
24
Donna Gallo is an Assistant Professor of Music Education at Westminster Choir College
where she teaches courses in critical pedagogy, choral methods, and philosophy of music
education. Donna is currently completing her Ph.D. at Northwestern University. She has
presented her research at national conferences including AERA and NAfME.
Page 14
Brent Gault is Associate Professor of Music Education at the Indiana University Jacobs
School of Music, specializing in early childhood and elementary general music education.
He has training in Kodály, Orff, and Dalcroze approaches to music education. He is past
president of the Organization of American Kodály Educators.
Pages 2, 4, 9, 12, 16, 16
Robin Giebelhausen is Assistant Professor of Music Education at the University of New
Mexico and specializes in secondary and elementary general music.
Page 10
Sharon Davis Gratto is Professor and Chair in the Department of Music at the University of
Dayton in Ohio. Her K-12 teaching experience has included American schools in Germany,
Spain, and Nigeria. She was honored with Oberlin’s Music Education Alumni Award. The
focus of her professional work is on multicultural music teaching in choral and classroom
settings.
Pages 7, 9, 18
Lori F. Gray is Associate Professor of Music Education at the University of Montana. She
teaches elementary and secondary music methods courses for undergraduate music
education majors and non-majors, and graduate courses in music education. Lori’s research
interests include music teacher identity, reflection, professional development, mentoring,
and the preparation of future music teachers.
Pages 2, 6, 13, 13, 15
Shelley M. Griffin is Associate Professor of Elementary Music Education at Brock
University, St. Catharines, Ontario, Canada. Her research interests include children's music
narratives, pre-service music teacher education, narrative inquiry, informal faculty
mentorship, and collaborative scholarship. She is published in several music education
journals and edited books, and has presented at various international conferences.
Page 16
Ruth Gurgel, Assistant Professor of Music Education at Kansas State University, is a
specialist in elementary music education. She teaches general music methods, music for
elementary teachers, and works with student teachers. Her research interests include
culturally relevant pedagogy in music education.
Page 17
Amy Gwinn-Becker teaches undergraduate methods courses and coordinates the student
teacher program at Northwestern University. She has experience facilitating the study of
music from West Africa, Indonesia, Japan, and Ancient Mexico in collaboration with culture
25
bearers. In each case, traditional music was learned and became the framework for new
student compositions.
Pages 7, 10
Becky Halliday is an Assistant Professor of Music at the University of Montevallo, where
she teaches courses in music education, specializing in elementary general music. Prior to
this appointment, she spent 15 years teaching elementary music in Georgia and Mississippi.
She holds certification in Orff Schulwerk, and is progressing toward Kodály certification.
Pages 9, 17
Ann M. Harrington is a doctoral student at the University of Kentucky where she teaches
undergraduate courses in elementary music methods and is the assistant director of the
Lexington New Horizons Concert Band. She holds certification in Orff-Schulwerk and is
progressing through Kodály certification courses.
Pages 9, 10, 17
Ted Hoffman is Assistant Professor of Music and Head of Music Education at the
University of Montevallo, Alabama. In addition to teaching music education courses, he
coordinates and supervises student internships, instructs the tuba/euphonium studio, and
is the Collegiate Advisor for Alabama Music Educators Association.
Page 9
Alena Holmes is Assistant Professor and Coordinator of Music Education at the University
of Wisconsin-Whitewater. She is also chair of Early Childhood Music Education at the
Wisconsin Music Education Association. In addition, she volunteers to teach music at a preschool in Madison.
Page 17
Kathy King is a clinical lecturer in the Auburn University Department of Curriculum and
Teaching, where she teaches music education courses, including music method courses for
non-music pre-service teachers. She has assisted with distance music education at Auburn
University and also teaches distance arts courses for Alabama public high schools in the
state.
Page 10
Lisa Huisman Koops is Associate Professor of Music Education at Case Western Reserve
University where she specializes in early childhood music, general music, and world music
education. She researches the interplay of enjoyment and agency in musical play. She is the
mother of three young musicians, ages 8, 3, and 1.
Pages 2, 12, 13
Adam Kruse is Assistant Professor of Music Education at the University of Illinois at
Urbana-Champaign where he teaches graduate and undergraduate courses in music
education technology and popular music. His current research interests include race and
gender issues in music education and vernacular musicianship focusing on hip-hop.
Page 10
26
Diane Lange is Professor of Music Education at The University of Texas at Arlington. She
oversees the music education area and teaches undergraduate and graduate courses in
Early Childhood and Elementary Music Education.
Page 12
Terri Brown Lenzo has taught infants through adults as a band director, private clarinet
teacher, general music teacher, and university instructor. She received her Ph.D. in music
education from Kent State University in December of 2014. Interests include early
childhood music education, generalist and specialist teacher education, and music
education history and sociology.
Page 16
Chengcheng Long is a doctoral student majoring Music Education. She is currently
studying at Arizona State University.
Pages 10, 18
Nicola F. Mason is Assistant Professor of Music Education in the School of Clinical
Educator Preparation at Eastern Kentucky University. Originally from South Africa, she is
president of the Kentucky Orff Schulwerk Association and frequently presents and
publishes her research on multicultural musics and the Orff Schulwerk.
Page 12
Michelle S. McConkey is Assistant Professor of Music Education at California State
University in Chico, California. Her research interest includes the music teacher’s role as an
emotional model in the emotional development of children. She has presented workshops
and research poster sessions at various state and national conferences as well as local
school districts.
Pages 6, 12, 15
Kimberly McCord is Professor of General Music and Special Music Education at Illinois
State University. She teaches courses in general music, special music education and a
redesigned course in general music with an urban education focus that includes clinical
teaching experiences in the Chicago Public Schools. She currently serves on the ISME
Board of Directors.
Pages 7, 12
Constance McKoy is Associate Professor and Director of Undergraduate Music Education
at the University of North Carolina at Greensboro where she teaches courses in elementary
general music methods and multicultural issues in music education. Her research focuses
on the cultural competence of pre- and in-service music teachers, and culturally responsive
music teaching practices.
Pages 7, 11
Sarah H. McQuarrie currently serves as Associate Professor of Music Education and
Graduate Coordinator at Bridgewater State University in Bridgewater, Massachusetts.
Before transitioning to higher education full-time she taught for ten years in both urban
27
and rural school systems. She regularly presents on assessment and elementary methods at
regional, national, and international conferences.
Page 9
Martina Miranda is Associate Professor of Music Education at the University of Colorado
Boulder, teaching undergraduate and graduate courses in general music, the inclusive
classroom, and historical research. She specializes in elementary general music pedagogy,
early childhood music, Orff Schulwerk methodology, and children’s folk song literature.
Pages 15, 18
Sharon L. Morrow is Associate Professor of Music Education at Westminster Choir College
where she teaches Elementary Praxis and Choir Training for Young Singers. Her
background includes K-12 choral/general music and string instruction and she brings an
eclectic pedagogical approach that incorporates Critical Pedagogy, Comprehensive
Musicianship, Orff, Kodály, Dalcroze and Suzuki and emphasizes active music-making at all
levels.
Pages 11, 13
Angela Munroe has earned a Bachelor’s degree from Western Michigan University and a
Master’s degree from Northwestern University. Currently she is a Ph.D. student at the
University of Colorado Boulder where she supervises student teachers and teaches general
music methods.
Pages 15, 18
Bryan Nichols is an Assistant Professor of Music at The University of Akron, where he
teaches choral and general music education classes, supervises student teachers, and
directs the University Singers. He has been published in the Journal of Music Teacher
Education, Contributions to Music Education, and the Choral Journal.
Page 17
Jeananne Nichols is Assistant Professor of Music Education at the University of Illinois
Urbana-Champaign. Her research interests include narrative as a means of inquiry in music
education, the history of United States WAF Band, and LGBT issues in music education.
Pages 2, 11
Connie Nokes, Music Education Ph.D. candidate, has taught music for 20 years. As a
researcher she has presented at national and international conferences, focusing on social
justice and community musicking. She is a recipient of the Medici Research Award and was
awarded Rowland Hall’s “Teacher of the Year.”
Pages 13, 15
Corin Overland is Assistant Professor of Professional Practice in Music Education at the
University of Miami Frost School of Music, where he teaches courses in choral conducting,
choral literature and secondary choral methods.
Page 15
28
Diane Persellin is Professor of Music and Coordinator of Music Education at Trinity
University in San Antonio, Texas. Her research interests include early childhood music,
applications of cognitive science in music education, teacher education, and professional
development and mentoring of new faculty in liberal arts schools.
Pages 2, 4
Rebecca Petrik is Assistant Professor of Music Education in the Division of Music at Minot
State University in North Dakota. Having taught 29 years, she continues her work with
youth by adjudicating and directing honor choirs and her community children’s choir. She
is presently pursuing her Ph.D. in Teaching and Learning at the University of North Dakota.
Page 17
Ben Price is a doctoral candidate in music education at the University of North Texas. He
has taught classes for music and general-education majors, supervised student teachers,
and assisted music education classes and the New Horizons Band. Prior to pursuing his
doctorate, Ben taught band (grades 6-12) for nine years.
Page 17
Jesse Rathgeber is a second year doctoral student at Arizona State University. His primary
research interests involve exploring the intersections of music creation, technology, and
popular music pedagogy through the lenses of disability studies and critical pedagogy.
Pages 5, 10, 14
Lauren Kapalka Richerme is Assistant Professor of Music Education at the Indiana
University Jacobs School of Music. Her research interests include philosophy, education
policy, and secondary general music. Her work has been published in Action, Criticism, and
Theory for Music Education, Arts Education Policy Review, and the Music Educators
Journal.
Pages 6, 11, 15
Bridget Rinehimer is a third-year doctoral student at Indiana University where she
teaches instrumental and general music methods to undergraduate and graduate students.
She also currently teaches early childhood music and movement classes through Indiana
University Musical Beginnings. Her research interests include improvisation, early
childhood music, and world music pedagogy.
Page 12
Janet Robbins is professor of music education at West Virginia University. Her research
interests include practitioner inquiry and world music education. Recent involvement with
Music Alive, a federally funded student-faculty exchange project, has led to the study of
traditional music, dance and cross-cultural creativity in the neighborhoods and schools of
northeast Brazil.
Pages 2, 4
Kathy Robinson is Associate Professor of Music Education at the University of Alberta and
director of Umcolo! Kimberley. She has presented and published internationally on world
29
musics in education, Ghanaian and South African musics, cultural immersion and culturally
relevant pedagogy.
Pages 2, 7
Joanne Rutkowski, Professor and Graduate Program Chair of Music Education at Penn
State, is an early childhood/elementary general music specialist with expertise in learning
theory, musical development, curriculum, and assessment. Her research has focused on the
nature of children's singing voices and strategies for helping all children become successful
singers.
Pages 5, 11
Nicole Sanchez is a third year undergraduate student in music education at Arizona State
University. She is an officer for the National Association for Music Education Collegiate
division at Arizona State University, with an interest in the education of adolescence.
Page 14
Julie Scott is Associate Professor of Practice at Southern Methodist University in Dallas.
Her teaching at the college level is informed by 30 years of experience as a music teacher of
children and by presentations of over 200 workshops and classes with adults at the local,
state, national, and international levels.
Pages 12, 18
Jacqueline Secoy is completing a Ph.D. in Music Education and a Post-Baccalaureate
Certificate in Ethnomusicology at The University of North Carolina Greensboro. Previously,
she taught general music for 10 years in Central Ohio. Her research interests include
parental involvement in music education and informal music learning using ukulele.
Pages 7, 10
Jennifer S. Shank is the Dean of the College of Education and Chair of the Department of
Music at Tennessee Tech University. In addition she teaches elementary methods courses
and graduate foundation courses. She received her PhD. in Music Education from the
University of Kentucky as well as an MM from the University of Kentucky. She earned her
B.A in Secondary Education from Shepherd University.
Page 16
Raychl Smith is Assistant Professor of Music Education at East Carolina University. She
has presented research at regional, state, and national conferences on Creative Motion
pedagogy, innovative approaches to facilitating free improvisation, community music
making, and music education and social justice.
Pages 6, 8
Sue Snyder is a multifaceted educator and entrepreneur who has successfully taught at all
levels; authored textbooks, position papers, and media; and consulted widely
(geographically and philosophically). She is founder and President of aeIDEAS, LLC; a
company devoted to excellence and innovation in education. She often works “out of the
box.”
Page 13
30
Amy Spears is Assistant Professor of Music at Nebraska Wesleyan University. Her primary
responsibilities include coordinating and teaching undergraduate music education courses.
Previously, she taught K-12 music in Arizona and Alabama and music education courses at
Florida Atlantic University. She received her Ph.D. from Arizona State University.
Page 9
Sandra Stauffer is Professor of Music in Music Education at Arizona State University
where she teaches undergraduate and graduate courses. Her research interests include
music creativity, teacher preparation, narrative inquiry, and place philosophy. Her other
creative activities work with composer Morton Subotnick on the development of his music
software for children.
Pages 2, 6, 15
Katy Strand is associate professor of music at the Jacobs School of Music at Indiana
University where she teaches courses in qualitative research, world music pedagogy, and
participatory music practices. Her recent research includes a phenomenological
investigation of singer-songwriters and of world music pedagogy programs. She foolishly
names all of her animals after royalty.
Pages 8, 11, 15
Jennifer Thomas is a doctoral student at the University of Illinois Urbana-Champaign. Her
current research interests include social justice, special learners, music teacher education,
and early childhood music.
Page 7
Karen Thomas is a Ph.D. student in Music Education at the University of North Carolina at
Greensboro. Prior to her return to graduate school, she taught elementary music in North
Carolina public schools for thirteen years. Her primary research interests are aural-based
learning and music psychology.
Page 7
Evan Tobias is Assistant Professor of music education at Arizona State University and
heads The Consortium for Innovation and Transformation in Music Education. Research
interests include creative uses of technology, issues of social justice, expanding beyond
traditional music curricula, and approaches to integrating popular culture and music in
music classrooms.
Pages 2, 5, 8, 14
Catherine Ming Tu teaches elementary music methods classes at Texas A & M UniversityKingsville (TAMUK). Her research has centered on singing accuracy measures, infant and
toddler music behaviors and their interactivity with the iPad.
Page 16
Deborah VanderLinde is Associate Professor and Coordinator of Undergraduate Music
Education at Oakland University. A qualitative researcher, her interests include the
application of constructivist learning theory in general music, choral, learners with
31
exceptionalities, and the implications of constructivist learning theory for inservice and
preservice teacher education.
Pages 7, 10, 12, 14, 19
Sarah Van Dusen is a Ph.D. student at the University of Colorado at Boulder where her
responsibilities include Teaching General Music I and II and practicum supervision.
Page 15
Abigail Van Klompenberg is a K-5 general music educator in San Antonio, Texas. She is a
National Board Certified Teacher in Early-Middle Childhood Music, with a vocal music
emphasis. She received a Bachelors degree in Music Education from Western Michigan
University and a Masters degree in Music Education from Arizona State University.
Pages 5, 8
Sarah Van Waardhuizen, is in her eleventh year of teaching at the middle school, high
school and collegiate levels. She is currently a Ph.D. student in Music Education at the
University of Iowa. Her current research areas include autonomy in the music classroom,
implications of karaoke singing, self-efficacy in solo singing, self-determination in music
education.
Page 18
Martina Vasil is a Ph.D. candidate at West Virginia University. Informal music learning
practices and popular music are central themes in her dissertation. Her other research
interests include secondary general music, Orff-Schulwerk, and culturally relevant
pedagogy. She is currently teaching K–5 general music in central Pennsylvania.
Pages 4, 14
Chris Watson teaches elementary and middle school music at Green Valley School in
Boone, North Carolina. He holds a level one certification in Orff Schulwerk and is the author
of The Melody Mountains, a children’s storybook that introduces music literacy skills to the
very young.
Page 6
Kerri-Leigh Wayne is enrolled in the MAL Music Education program at Case Western
Reserve University in Ohio, USA. She completed her bachelor’s degree in music and postgraduate certificate in education at the University of Stellenbosch in South Africa.
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Catherine Wilson works at the Iowa Medical and Classification Center.
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Margaret Zidon is an associate professor in the Department of Teaching & Learning at the
University of North Dakota. Her teaching and research interests include action research,
teacher educator curriculum, adolescent development, qualitative studies related to
preservice teacher experience, diversity education, literature as text, and intercultural
communication.
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