Action

April 20, 2021
Announcements
Sound, Meaning, Education: Conversations
You are invited to Sound, Meaning, Education: Conversations to be held on July 21, 2021. This interdisciplinary conference explores how embodied knowledges of sound and musicalities unmediated by western music notation might bear on teaching and learning at any level and within any context. Scholars across the disciplines will discuss how sound studies has impacted their work and field, and connect that work to education, with particular attention to fostering inclusive engagement with sound and music. Conversants include: Jonathan Sterne, Robin James, Nina Eidsheim, Pamela Burnard, David Elliott, Jessica Bissett Perea, among many others. Free and open to all.

For more information go to: rebeccarinsema.com/sound
For the zoom link, send an email to: rebeccarinsema (at) gmail (dot) com.
Book Announcement
Rethinking Social Action Through Music
by Geoff Baker

Dear colleagues,

I am writing to tell you about mmy new book, Rethinking Social Action Through Music: The Search for Coexistence and Citizenship in Medellín’s Music Schools, has just been published.

It is open access so it can be downloaded for free via this link: https://doi.org/10.11647/OBP.0243.
Hard copies are also available (but for sale).

I hope that you may find it of interest.

A blog post about the book can be found at my new website: https://geoffbakermusic.co.uk/2021/04/13/out-now-rethinking-social-action-through-music/

With best wishes,
Geoff
2021-2022 Digital Learning Series
Berklee Institute for Arts Education and Special Needs 
The Berklee Institute for Arts Education and Special Needs: 2021-2022 Digital Learning Series begins with our first session: Join Our iPad Band, which will take place on Saturday, May 1, 2021, AT 12:00 noon Eastern Daylight Time!
 
Presented by Adam Goldberg and Pete Sparks, this session will explore how playing music using Garageband on iPad is easy to begin but can also ensure progression. It's fun and engaging, good for individual and group work, and can be a safe space to explore and express musical imagination. It can help students develop solid creative skills without fear of wrong notes, or the challenge of tuning; enabling less confident students to focus on one thing at a time and achieve learning the fundamentals of music in a comfortable way.
 
This session includes preparation videos provided by Pete & Adam to help you set up and explore Garageband ahead of the session, and 2 backing tracks for music preparation. You will need access to an iPad with Garageband for this session.

The Digital Learning Series is FREE, but advance registration is required. To register for the Digital Learning Series, please fill out this form: 

We hope that you will join us for this exciting professional development opportunity!

Best,
Rhoda
National Association for Music Education (NAfME) Eastern Division Conference
Registration Open
Register by April 21. All session recordings will be available online for 60 days following the conference! Low registration rates available! NAfME active members: $45; collegiate members: $25.(Nonmember rates also available.)

Sessions take place outside school hours on Thursday and Friday evenings and on Saturday. And don’t miss the All-Eastern Honor Ensembles premiere performance!

View the full conference schedule now. Among the sessions from 150 presenters are:

  • From Survive to Thrive: Transitioning to Teaching in a Post-Pandemic World
  • Encouraging Inclusivity in the Choral Classroom
  • Priorities, Priorities: Sequencing in the Beginning Strings Class
  • The Interactive General Music Classroom
  • Using Ukulele and Technology in Modern Band
  • “You’ll Need to Unmute Yourself”: Strategies for Engaging All Students Online
  • The Secrets of Writing Successful Grant Proposals
  • Supporting the Social and Emotional Needs of Diverse Learners in the Music Classroom and Ensemble
  • Teaching Opera to High School Choirs
1st Queer Forum of the LGBTQ+ Music Study Group
Invitation to Participate
Friday 25th June 2021
 
The LGBTQ+ Music Study Group hereby launches a new biennial initiative, postponed from last year: “Queer Forum”. This day-long event aims to catalyse new ways of thinking, being, and doing music and scholarship in and beyond the academy. As José Esteban Muñoz writes, “[w]e may never touch queerness, but we can feel it as the warm illumination of a horizon imbued with potentiality” (2009, 1). Yet notions of futurity seem even more ephemeral when considering the practices of the extractivist university and the current Covid-19 pandemic. Inspired by queer and feminist theorists – especially bell hooks and Sara Ahmed - who are dissatisfied with the present, who wrestle with existing institutional structures, and who propose new modes of scholarship and education, we entice you to join us in radical academic experimentation in search for new horizons and potentialities.
 
The 2021 forum urges participants to recover queer pasts and imagine new queer futures, however fragile they may seem. How do we create time and space in the academy beyond the logics of capitalism to allow for us to muse and act alone and in dialogue with others? What are the possibilities for forging strong/vulnerable subjectivities and caring solidarities within and beyond existing academic hierarchies? What freedoms can we gift ourselves to allow for experimentation in our musical writing, teaching, and performing? How do we nurture and share intersectional wisdoms in ways that centre the health, well-being, and vitality of our communities and ourselves?
 
The day will include no formal presentations; rather, it will be structured around a range of different creative, intellectual, and social activities – workshops, reading groups, group work, interventions – that tempt us to try out new conceptualisations and embodiments of queer music scholarship. The day will begin at 9am and end at 5pm BST. Participants are welcome to join us for a social event the evening before and also on the day of the event.
 
We welcome scholars, musicians and composers within music studies (including ethnomusicology, historical musicology, performance studies, popular music studies, theory and analysis, film music and musicals etc.) and beyond. The event is free. Please register your participation on Eventbrite by 3rd May 2021https://www.eventbrite.co.uk/e/1st-queer-forum-of-the-lgbtq-music-study-group-tickets-150894715155
 
The event is organised by Marie Bennett, Rachel Cowgill, Thomas Hilder, Danielle Sofer, and Flo Toch. For any queries, please email: lgbtqmusicsg@gmail.com 
Mountain Lake Colloquium
Registration Open
Dear Friends,
 
We are excited about the 2021 Mountain Lake Virtual Colloquium coming up from May 24-26. We will soon have our tentative presenter schedule posted online and we look forward to the many wonderful presentations that will happen in May! 
 
We wanted to remind you that a registration link and a general schedule of events can be found at the following here (scroll to the bottom of the page when you arrive to view the general schedule):
 
 
We would ask that you register by May 1st if possible. As with past years, we are seeking a few graduate students to assist us with the virtual rooms and serve as session hosts during the conference. If you are interested, you can apply via the link below. We are able to offer complimentary registration for approximately 5 graduate student assistants.
 
 
We look forward to seeing you soon! Thank you, once again, for your support of the Mountain Lake Colloquium!
 
Ann and Brent
Conferences & Calls
Ontario Music Educators' Association Conference
NEW DEADLINE for submitting a Research Project to the OMEA conference this November 2021 - which is now ONLINE!

DEADLINE NOW EXTENDED TO JULY 1, 2021.
International Society for Music Education (ISME) World Conference
Brisbane World Conference: calls for papers and performing groups is now open.
 
The 35th ISME World Conference has now been officially launched. The calls for submissions and performing groups is open.

The World Conference is set for clean, green, semi tropical Brisbane, Australia from 17-22 July 2022. Brisbane is a vibrant, modern city on the Pacific coast of Australia. It has an active arts scene and the World Conference will be held in the heart of the arts precinct, South Bank, which is also a hub for restaurants, cafes and parkland on the banks of the Brisbane river. 

In Brisbane you can certainly cuddle a koala and pat a kangaroo, but there is so much more to see and do.

The World Conference theme is 'a visible voice' and ISME President Emily Akuno explains more here.

The two calls for submissions are now open:

Call for submissions
All the information you need is here and it is strongly recommended that it be read carefully before submitting. There are so many new options to meet delegate feedback about more opportunities to network and share their work. They also add more variety to the program. Closing 4 October 2021.

Call for performance groups
Any ISME World Conference always includes live music and Brisbane will be no exception. The call for performance groups is here and again it is strongly recommended that it be read carefully before submitting. Closing 31 August 2021.
Resilience: Histories, Theories, & Trajectories 
Journal of Critical Thought and Praxis
Good evening from Iowa State University!

I wanted to share JCTP's current Call for Papers - Resilience: Histories, Theories, & Trajectories. I am the senior editor, a PhD student, MayDay Group member, and music teacher that would welcome critical music education scholarship to this space for submission.
 
Here is the link to the call, but it is also copied below.

Resilience: Histories, Theories, & Trajectories 
 
Background
The crises of 2020 and early 2021 have been both numerous and profound, ranging from disruptions to daily life brought on by a raging Covid-19 pandemic, to political unrest, to the murders of innocent Black and Brown people at the hands of police, to anti-Asian violence, to natural disasters, to other moments of adversity. These events have drawn attention to existing systemic injustices within our society and spotlighted the ability of individuals and communities to survive, manage, and possibly exit these crises with a sense of hope and newfound skills, which some refer to as resilience.
 
Statement of the Problem 
The idea of resiliency is not new but has seen increasing interest as a result of the challenges and changes our society and our planet face. While resiliency may be regarded as “having the capacity to persist in the face of change, to continue to develop with ever changing environments” (Folke, 2016, What is resilience section), this characterization of resiliency may be too narrow and may ultimately contribute to the marginalization of people and communities who do not possess resiliency as defined by those in power or may devalue characteristics of resilience that fall outside prevailing cultural norms. A multidisciplinary approach is needed to further examine resiliency especially in a “third wave” of resilience where it is necessary to approach resilience through social justice perspectives and with a critical lens on how resilience processes are marked by inequities and consequences of power, oppression, and privilege (Atallah et al., 2019, p.22). New understandings of resilience are needed in order for resilience to be a catalyst for liberation, empowerment, and transformation where all are included. 
 
The Call:
The Journal of Critical Thought and Praxis invites submissions for a special issue focused on resilience. We invite manuscripts that reflect themes below, based on the four interest areas proposed by Attalah et al. (2019) that show how these interest areas may be included by the political sphere:   
  • Bouncing back, framing resilience as protecting functioning
  • Bouncing forward, understanding resilience as adaptation
  • Centering at the margins, explicitly incorporating liberation psychology and decolonial, critical race theories to the study and promotion of resilience
  • Critical community resilience praxis
 
We call on scholars, practitioners, activists, and professionals from a range of disciplinary and professional positions to submit work (research articles, conceptual essays, book reviews, poems, and art) that illuminates the various dynamics of resilience. As an interdisciplinary journal, JCTP welcomes work from a variety of epistemological, theoretical, and methodological traditions from the sciences, social sciences, arts, and humanities.
 
Submissions due: Monday, May 17, 2021
Planned publication: Thursday, November 4, 2021
 
References
Atallah, D. G., Bacigalupe, G., & Repetto, P. (2019). Centering at the margins: Critical community resilience praxis. Journal of Humanistic Psychology, 00(0). https://doi.org/10.1177/0022167818825305

Folke, C. (2016). Resilience (republished). Ecology and Society21(4). https://doi.org/10.5751/es-09088-210444
6th Student Research Symposium
International Centre for Community Music
The 6th Annual ICCM Student Research Symposium, in partnership with Sound Sense will take place on 6 and 7 December 2021. We invite students and recent graduates of all stages to join us in offering discussions around the themes of Positionality; Role of the researcher in community music.

This year's Symposium aims to build on the emerging threads from the 5th Student Research Symposium, held in November 2019, through focusing on the theme of positionality and what that means in terms of our research and practice.

The call for contributions will be open until 30 June 2021. Places are limited and we advise early submission.

This year the symposium is set to be held on campus at York St John University on Monday 6th and Tuesday 7th of December 2021. Further details regarding the call for submissions can be seen on the attached Images or here.

Download our call for proposals to find out more about our approach and how to submit your proposal. 
Cultural Diversity in Music Education (CDIME) Conference
The Cultural Diversity in Music Education (CDIME) conference has provided a platform for the exchange of practices, experiences, research and philosophies on cultural diversity in music education (broadly conceived) since 1992. The conference is organized this year from South Africa, a country that has a long and public struggle with issues of cultural and social solidarity and exclusion. 

Within these struggles, music has been recognized as a powerful way to foster a sense of solidarity or even social cohesion. For example, music can facilitate the formation of empathetic bonds within a group through closely coordinating the actions, breathing and heart rhythm of individuals (Koelsch, 2013). Through means such as these, people who music together can form strong bonds that may last a lifetime. However, such strong bonds may also allow the formation of boundaries that exclude or preclude social contact with those who are not part of the group (Corte & Edwards, 2008). Music educators who are interested in diversity face these issues on a larger or smaller scale within their classrooms, studios, schools, universities, education departments, and curricula. The 15th CDIME conference hopes to explore the processes, theories, tensions, difficulties, or possibilities of navigating solidarity and exclusion within in a music education that aims at cultural diversity. 

We therefore invite proposals for papers, demonstrations, or musical performances that consider this topic broadly conceived, addressing issues of social cohesion or solidarity and/or social exclusion or proscription within music education. The conference welcomes submissions from a wide range of disciplines, and intersections between music education and other music disciplines such as (ethno)musicology, community music, music theory, music therapy, and performance studies are welcomed, as well as broader transdisciplinary perspectives drawing on disciplines such as philosophy, sociology, psychology, anthropology, politics or geography. 


Conference plan 
The global lockdowns have forced the reconsideration of many practices, and with limited travel conferences have also had to adapt. In the past, conferences have been in themselves forces of exclusion, with access granted to those with means to travel, creating exclusive spaces which propagate global inequalities and reinforce systemic bias. While this is mitigated by online conferences, the issues of scheduling a live online conference create significant logistical issues, as well as requiring large amounts of data and stable internet, which are not guaranteed in all parts of the world. For these reasons, CDIME will experiment this year in creating an asynchronous and distributed conference format. Accepted presenters will be asked to submit a video recording of their paper, demonstration or performance that will be posted in a central online space and distributed through social media channels during the months of October and November. It is hoped that discussion on these platforms will mimic the engagement that is such an essential aspect of in-person conferences. A handful of synchronous online discussions will also be held based on pre-defined topics drawn from the pool of submissions. Dates and times for these sessions will be confirmed closer to the time and communicated to all applicants. 

Submission of proposals 
Abstracts of papers (or proposals for demonstrations or for musical performances) of no more than 500 words, written in English, should be submitted to cdime-conference@nwu.ac.za before 15 June 2021. Proposals will be blind reviewed by two reviewers on the basis of quality, originality, engagement and relevance to the conference aim and theme. Accepted applicants will be notified in August and will be expected to submit their video recordings before 15 September. 

The conference is free of charge, and applicants are encouraged to use the money they would have spent on conference fees on employing a videographer and/or editor, or paying towards such a service for another participant who may not have access. The organizing committee will be happy to put participants in contact with each other for this to take place. 

References 
Corte, U., & Edwards, B. (2008). White power music and the mobilization of racist social movements. Music and Arts in Action, 1(1), 4–20. 

Koelsch, S. (2013). From social contact to social cohesion—The 7 Cs. Music and Medicine, 5(4), 204–209. https://doi.org/10.1177/1943862113508588 
Job Announcements
Assistant/Associate Professor of Choral Music Education
George Mason University
The George Mason University, Dewberry School of Music seeks a dynamic Assistant or Associate Professor to serve in the area of Choral Music Education, starting August 2021. George Mason University is fully committed to achieving the goal of a diverse and inclusive academic community of faculty, staff and students. We seek individuals who are committed to this goal and our core campus values in the spirit of Mason’s university-wide initiative, Anti-Racism and Inclusive Excellence.

About the Position:
This is a full-time tenure-track 9-month position. Salary is commensurate with experience. Full benefits package provided. Appointment begins August 16, 2021.

Responsibilities:
  • Teach music education courses at the undergraduate level;
  • Teach online music education courses at the graduate level;
  • Recruit undergraduate and graduate music education students;
  • Supervise student teachers;
  • Supervise graduate research;
  • Maintain an active research agenda;
  • Mentor future music educators and engage fully in the academic and artistic life of the Dewberry School, the College of Visual and Performing Arts (CVPA), the University, and the community.

Required Qualifications:
  • Doctorate in Music Education or Conducting;
  • A minimum of three years full-time teaching experience at the K-12 level.

Preferred Qualifications:
  • College level teaching experience;
  • Experience with a variety of choral ensembles (e.g., mixed choir, gospel choir, show choir, others).

Salary: Commensurate with education and experience.

For further details and online application form, visit here.
Assistant Professor/Term Lecturer of Percussion and Music Theory
Northwest Missouri State University
The Northwest Missouri State University Department of Fine and Performing Arts seeks a Term Lecturer (one year) or Assistant Professor (tenure track) in Music Theory and Applied Percussion starting in the 2021-22 academic year. This is a full-time position. Teaching duties include two sections of undergraduate advanced music theory and sight-singing/ear training, applied percussion, percussion methods, and percussion ensemble. Due to the inclusion of percussion methods, public school teaching experience is preferred. The successful candidate will also provide service to the Department and University in keeping with expectations for full-time faculty and maintain an appropriate scholarly/creative portfolio.
 
Essential Functions:

  1. Teach coursework as described above/as needed by the Department
  2. Serve on committees as assigned
  3. Hold seven office hours/week
  4. Academic advising
  5. Actively recruit students for the music program
  6. Maintain percussion inventory (track, assign, organize, and pursue maintenance as needed)
  7. Perform other duties as assigned by the Department Chair
 
Requirements:

Education: Terminal degree in Music (Music Theory or Percussion preferred). ABD will be considered.
Experience: Successful higher education teaching experience in Applied Percussion and/or Music Theory.
Skills: Percussion inventory management   
 
Application Deadline: 
Review of applications will begin April 9th and continue until filled. Role available August 2021..

To Apply:
Please fill out a Northwest application online by clicking http://agency.governmentjobs.com/nwmissouri/default.cfm to reach our employment opportunities listing. You will also need to submit a cover letter, resume/C.V., transcripts, links to videos of solo percussion performance and ensemble rehearsal, one-page teaching philosophy that also addresses the candidates approach to teaching in a diverse setting, and the contact information for three references in order for your application materials to be complete.
 
Associate Director:
Cali School of Music, Montclair University
Reporting to the Director of the John J. Cali School of Music, the Associate Director works closely with all members of the School as well as with the College of the Arts Office of the Dean. The Associate Director is responsible for managing the day-to-day operations for the School and its faculty and staff. In collaboration with the Director and respective faculty committees, the Associate Director is responsible for recruitment and enrollment management, infrastructure and facilities planning, budgeting, including all aspects of financial planning and procurement, accreditation, data collection and data-driven decision making. The Associate Director will recommend policies and procedures, write related reports, and make analyses and recommendations as necessary.

Principal Duties and Responsibilities:
  • Meets regularly with the John J. Cali School of Music Director, faculty, and staff, in order to inform, develop, and implement appropriate plans, policies, and tasks.
  • Assists the Director in spearheading initiatives related to Diversity, Equity, and Inclusion.
  • In collaboration with the Director and respective faculty committees, the Associate Director is responsible for leading recruitment initiatives, auditions, fundraising and special events (including Open Houses, Accepted Student days, and alumni outreach).
  • Oversees the admissions process and in collaboration with program coordinators develops enrollment strategies and scholarship offers for CALI students.
  • Oversees the advising operation of the School and works with program coordinators and academic and professional advisors to meet student success metrics (graduation rates, degree completion, career preparation, etc.).
  • Works with area coordinators and staff to develop budgets, budget requests, budget reports, and other fiscal documents for review and approval by the Director.
  • Expands and initiates activities at the high school level of the Preparatory Center, developing a superior quality high school level program.
  • Works with area coordinators to provide the Director with information for annual and interim reports, including enrollment and graduation data, and faculty, staff, student, and alumni achievements.
  • Performs other duties as assigned.Management retains the right to add or change job duties at any time.

Qualifications
Required:
  • Master's degree or equivalent professional experience in an area of music represented by the John J Cali School of Music.
  • Minimum of three years administrative leadership experience with a higher education, arts, or similar organization.
  • Experience with budgetary planning and administration, and competence in financial and general office management software and applications.

Preferred:
  • Experience in college recruitment.
  • Experience teaching at the college-level as well as working with academic advisement teams.

Additional information can be found on the website at 

For further details, please visit:
Associate Director of Athletic Bands
University of Utah, Salt Lake City
Duties:

1) assist the Director of Athletic Bands in the direction and administration of the athletic bands program, including marching band and pep bands;
2) teach classes and/or private applied lessons based on expertise and need, as assigned by the Director of the School of Music;
3) serve as recruitment coordinator for the marching band;
4) work collaboratively with faculty members in the School of Music in identifying potential students and assisting in their recruitment;
5) assist with admissions and scholarship auditions for the School of Music.

The School of Music seeks to create a diverse and inclusive, rigorous and responsible learning environment that reaches across disciplines to foster highly adaptive creators and thinkers.

Qualifications:
An earned master's degree in Wind Conducting or Music Education, or equivalent experience; demonstrated success in working with university bands; experience working with and/or teaching in public school band programs. The strongest candidates will recognize that music has a strong potential for social change and community engagement and their work will reflect this.

The University of Utah values candidates who have experience working in settings with students from diverse backgrounds, and possess a strong commitment to improving access to higher education for historically underrepresented students.

Application:
The letter of application, curriculum vitae (including the names, telephone numbers, and email addresses of 3 to 5 persons who can provide a reference), 3 confidential letters of recommendation (uploaded directly by recommenders), succinct teaching/conducting philosophy statement, (unofficial) copies of undergraduate and graduate transcripts, and links in the CV to a rehearsal video AND a performance video must be submitted electronically. The review of applications will begin immediately and will continue until the position has been filled. Candidates should complete their on-line application prior to April 30, 2021 to ensure full consideration. Candidates who proceed to the final level will be required to participate in a routine FBI background check. For more information, or to suggest nominations for this position, contact Dr. Rob Baldwin.

Online application form can be found here.
Assistant Professor in Music Education (Choral)
University of Central Arkansas
The University of Central Arkansas invites applications for a 9-month tenure- track Assistant Professor position of Music Education – Choral in the Department of Music.

Job Duties and Responsibilities:
The candidate for this position will teach Secondary Choral Methods for upper-level music education majors, conduct the University Chorus, and depending on the candidate's qualifications, additional responsibilities may include Music Education as a Profession or Musical Learning and Development for music education majors. Experience and success in teaching 7-12 grade students in choral music is required.

Knowledge, Skills, and Abilities:
The candidate will have knowledge of the materials, techniques, and methods for instruction in choral music settings at the junior and senior high school level. The candidate will also arrange for 10 hours of field work in area schools for students in the class. The candidate will have knowledge focused on, but not limited to the following topics as the basis for selecting class readings, activities, discussions, teaching segments, and projects: vocal and choral pedagogy, choral arranging, choral conducting, voice classification, IPA, choosing literature, score study, rehearsal strategies, sightsinging, AR frameworks and National Standards, assessment, classroom management, recruitment and retention, and program administration. Teaching at the graduate level is also required of this position.

Skills Considered Essential for Success Required Education and/or Experience
Qualifications include the PhD in Music Education, Ed.D., or equivalent, and significant choral conducting experience in K-12 music education. The department is seeking a candidate with experience in working with a diverse student population.

Preferred Education and/or Experience
PhD Music Education, or equivalent.
License(s)/Certifications (Required or Preferred) University, Campus, and Community Description

Desired start date 08/16/2021
Open Date 03/31/2021 Close
To receive full consideration please submit your application before April 20, 2021.

For application, visit here.