Action Criticism, and Theory for Music Education 20 (2)
Now Online!
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A new issue of Action, Criticism, and Theory for Music Education, 20 (2), is now available online at http://act.maydaygroup.org/current-issue/. This issue offers an interesting and provocative range of perspectives related to concepts of democracy in music education. The articles, each in their own way, challenge commonplace notions about democratic education. Lauri Väkevä interrogates democracy within Finnish extra-curricular music programs through the lens of epistocracy. Patrick Schmidt wrestles with issues of vocality in policies to indigenize curricula emerging from Canada’s Truth and Reconciliation Commission and the complex relationship to managerial forms of democracy. Cathy Benedict troubles our assumptions about school as a "religion-free zone," and Panagiotis Kanellopoulos raises concerns about the implications of free improvisation in music education when interpreted as “too much democracy.” The four authors draw on a range of philosophers and perspectives. The editorial by Deb Bradley introduces and frames the perspectives addressed in the issue. The MayDay Group invites you to read the issue and comment on our Facebook page or on Twitter. We hope to generate some interesting discussion from the concerns raised in this issue.
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Book Announcement
Curriculum Philosophy and Theory for Music Education Praxis
By Tom Regelski
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Curriculum decisions are the foundation of education. They determine the knowledge, understandings, skills, attitudes, and values deemed necessary for today's students. Beyond musical competencies, a curriculum is, therefore, the most important responsibility facing music educators—one that goes well beyond the skills of simply delivering an individual lesson and accounts for beneficial outcomes for individual students, graduates, and ultimately the world of musicing.
Oddly, however, curriculum theory and design for music education have been left to the sidelines in undergraduate music education. And it is usually no more on the radar of in-service teachers, despite the fact that the U.S. politics governing school curriculum are constantly in public view (e.g., U.S. "No child left behind," "Common Core"). Curriculum Philosophy and Theory for Music Education Praxis remedies this with a practical overview of curriculum basics and their implications for music education. Mindful of traditional philosophical roots of curriculum-foundations that still impact contemporary strategy, author Thomas A. Regelski offers a model curriculum based on recent praxis theory in which musical and educational benefits are evident to students, administrators, and taxpayers who ultimately fund music programs.
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Hip-Hop Music Pedagogy Workshop |
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Special Issue on Practice Based Research
International Association for the Study of Popular Music Journal
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Special Issue Editors:
Laura Jordán González, Simon Zagorski-Thomas, Anthony Kwame Harrison, and Mary Fogarty
IASPM Journal is the peer-reviewed open-access e-journal of the International Association for the Study of Popular Music (IASPM). As part of an international network, the journal aims to publish research and analysis in the field of popular music studies at both global and local levels.
The 21st century has seen a huge rise in practical and vocational courses in popular music, which is yet to be matched by a similar increase in research into and about practice. Philip Ewell’s plenary talk on ‘Music Theory’s White Racial Frame’ at the 2019 SMT conference made the point that it was not enough to look at a more culturally diverse range of repertoire through conventional theoretical lenses. It is also necessary to develop theory which goes beyond the practices and values of Western Art Music. Similar conceptual breadth should be applied to existing theories of performance, songwriting, the business of music and the uses of technology. This themed issue of the IASPM journal seeks to explore this practical turn in popular music studies through the aesthetics, the pragmatics and the politics of ‘doing’ popular music.
Proposals might include, but are not limited to:
• Music theory and pedagogy in popular music(s)
• Judgments of value or quality in popular music practice
• Movement, dance and the presentation of the persona
• Theorising virtuosity
• Using (and being used by) technology
• How can and/or should music make money?
• Theorising creativity
• Power and influence in popular music practices
• Modes of communicating popular music scholarship
To be considered for this Special Issue, please submit the following by September 1, 2021:
● an abstract of 150-250 words (plus references, if necessary)
● author name(s)
● institutional affiliations
● contact details
● a brief bio of no more than 150 words (which includes the author’s positionalities in relation to their topic)
The issue will be published in early 2023.
See the journal site for further information regarding Submissions. Click here for a Style Guide.
NOTE: In order to submit to IASPM Journal you must be an IASPM member and registered as an author on the site.
If you have any questions, please do not hesitate to contact the special issue editors at iaspmj.pr@gmail.com
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4th SIMM-seminar (on research on music in detention) |
The 4th SIMM research seminar is organized by the CIPEM/INET-md (Centro de Investigação em Psicologia da Música e Educação Musical) and the research platform SIMM and is focussing on research on music programmes in detention. The seminar is planned to take place from 6th until 9th December 2021 at CIPEM in Porto, Portugal.
This research-seminar will welcome a small group of 20 post-graduate students and early-career researchers – who are all involved in ongoing research on the possible role of music in detention – to spend a 4-day seminar during which they will share their research experiences with each other.
At the end of the 4-day seminar there will be a public moment with a keynote given by Mary Cohen.
During the 10th episode of the SIMM-podcast we interviewed the Porto-seminar facilitators Ailbhe Kenny, Ines Lamela and Graça Mota, as well as researcher Aine Mangaoang. And you can hear an interview with Mary Cohen during the 3rd episode of the SIMM-podcast. Listening to these podcast-episodes will give you an idea of what the seminar in Porto can be about.
Call for participants:
This should include your name, institutional affiliation, current professional role(s), a 200 word statement of relevant professional experience and background, why you wish to attend this seminar, and what your interest and experience is in research on the role music can play in social and community work.
The selection of those welcomed to be part of this seminar will be communicated before 15th September 2021.
Those selected for this seminar will need to cover their travel costs, meals and accomodation, and also a 80€ participation in the organisation costs of the seminar.
Participants experiencing financial hardship may be eligible for a limited number of SEMPRE bursaries to cover travel expenses, and should indicate their interest in such support along with their expression of interest. Successful applicants for such a support will be notified no later than 15th October 2021.
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Special Issue on social justice, human rights, and the sustainability of traditional arts
International Journal of Traditional Arts
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Guest Editor: Catherine Grant
Expressions of interest due 27 August 2021, full papers 1 March 2022.
Scholarly manuscripts authored or co-authored by those working in non-academic fields are encouraged.
International Journal of Traditional Arts is peer-reviewed, fee-free, and open-access.
Catherine Grant
Queensland Conservatorium Research Centre
Griffith University, Brisbane (Meanjin), Australia
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Florida Music Director, a previous recipient of the Music Educators’ National Conference Award for Excellence, is the official publication of the Florida Music Education Association. The Florida Music Director contains articles of interest to music educators of all levels, from pre-Kindergarten through the college level. It is published eight times annually and distributed to more than 5,000 music teachers, district music supervisors, and other subscribers.
Submissions:
The Florida Music Director publishes featured articles for music educators of all levels, Pre-K through college. Articles generally focus on concepts for the practitioner with practical ideas applicable to music teachers in all areas. Articles should clearly identify problems and offer solutions or considerations for addressing concerns or issues.
Featured articles to be considered for publication are usually 3 to 5 pages in length for printed issues and 5 to 10 pages in length for digital issues. Each page should have approximately 500 words per page, be double-spaced, and include references to all citations. Most articles contain a small number of references for work or information provided by outside sources. Citation and reference styles should adhere to the latest edition of the Publication Manual of the American Psychological Association (APA). Complete instructions for submission are available at this website: https://fmea.org/publications/florida-music-director/submission-information/
Inquiries Should Be Directed To:
Dr. Gregory Springer, Editor Florida Music Director
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Two-Year Visiting Assistant Professor in Instrumental Music Education
Vanderbilt University
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The Blair School of Music invites applications for a Visiting Assistant Professor in Instrumental Music Education. This is a two-year position (eligible for reappointment) beginning in the fall semester of 2021. The position serves the five-year B.Mus./M.Ed. degree program in Music and Teacher Education. Responsibilities include recruiting and teaching undergraduate instrumental music education majors (band, orchestra, and general music classroom settings), and overseeing all aspects of the fifth year M.Ed. (teaching methods, practicum, and student teaching seminar; and supervising placement and evaluation of student teachers and EdTPA/Capstone projects). The fifth year is done in collaboration with the Peabody College of Education and Human Development.
Candidates must hold a Ph.D. in Music Education, have significant classroom teaching experience, and show evidence of scholarly excellence or promise. The successful candidate will be expected to continue building on the strong relationship between the Blair School, Peabody College, and the Metro Nashville Public Schools.
To apply, please go to http://apply.interfolio.com/88819 and include a cover letter, a current curriculum vitae, and names and contact information for three references (no need to send letters at this time). Review of applications will begin immediately and will continue until the position is filled.
Vanderbilt University is an equal opportunity, affirmative action employer.
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Music Education Instructor
University of Wisconsin-Madison
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The Mead Witter School of Music, located within the College of Letters & Science, serves over 300 majors at the undergraduate and graduate levels offering the B.A., B. S., B.M., M.A., M.M., D.M.A. and Ph.D. degrees and serves hundreds of non-majors through multiple auditioned and nonauditioned ensembles and course offerings. Along with the UW-Madison at large, the MWSoM is committed to creating a diverse, collegial and inclusive educational, scholarly and performance community of faculty, staff, and students and to embody through our teaching and research the aims of the Wisconsin Idea. The School seeks candidates who can assist the School in its commitment to recruit students and faculty currently underrepresented within Schools of Music and academe at large. This fall, the School opened the Hamel Music Center, a state-of-the-art facility and a gateway for arts on campus consisting of the Mead Witter Foundation Concert Hall, the Collins Recital Hall, and the Lee/Kaufman Rehearsal Hall. These spaces, for curricular use by students, faculty and staff will contribute to the School's on-going engagement with audiences on and off-campus.
Well qualified candidates for this position will demonstrate evidence of successful collegiate teaching experience. Experience teaching the following courses is preferable:
-MUS/C&I 304: Composition, Arranging, and Orchestration for Music Teachers
-MUS/C&I 420 Teaching Popular Music I
-MUS/C&I 302, Music Learning and Teaching II
-MUS/C&I 421 Teaching Popular Music II
For more information and application, visit here.
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Assistant Professor/Lecturer (Limited Term), Choral Activities
Western University, Don Wright Faculty of Music
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The Department of Music Performance Studies, Don Wright Faculty of Music, Western University, invites applications for a Limited Term (Choral Activities) appointment, effective January 1, 2022. This is a full-time, three year limited term position. This appointment will be made at the rank of Lecturer or Assistant Professor as determined by qualifications and experience.
An earned doctorate (either a PhD in Music Education or a DMA in Conducting) or professional equivalent in choral conducting is required. Evidence of at least three years of successful teaching and conducting at the secondary or post-secondary levels, and a strong record of performance as a choral conductor with research/creative activity in either Choral Conducting or Choral Music Education are highly desirable. The successful candidate will lead choral ensembles and teach courses in conducting and other choral topics at the undergraduate and graduate levels. Administrative expectations will include working with the Coordinator of Choral Activities as decisions about choral ensembles and other events are planned and engaging in auditions and recruitment activities. In addition to the Bachelor of Music with Honors in Music Education and Performance based degrees, the Faculty of Music offers the Master of Music in Music Education, Masters of Music (with an emphasis in choral conducting and performance), the DMA and the PhD in Music (with an emphasis in music education).
Candidates should submit a letter of application that includes a comprehensive curriculum vitae, a statement of teaching and creative scholarly work, samples of the candidate in a rehearsal (minimum of 15 minutes) accompanied by a running commentary providing an analysis of the rehearsal, and a selected performance video. Please ensure the form available at https://www.uwo.ca/facultyrelations/pdf/full-time-application-form.pdf is also completed and included in your application submission. Three confidential letters of reference should be forwarded under separate cover. All application materials must be sent electronically to:
Dr. Sophie Roland, Chair
Department of Music Performance Studies
Don Wright Faculty of Music
Talbot College, Room 210
Western University
1151 Richmond Street
London, Ontario, N6A 3K7
Canada
The deadline date to apply is August 15, 2021.
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