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August 25, 2021
Announcements
Book Announcement
Trauma and Resilience in Music Education: Haunted Melodies
Edited by Deb Bradley & Juliet Hess
Trauma and Resilience in Music Education: Haunted Melodies, edited by Deborah Bradley and Juliet Hess, is now available for pre-order from Routledge. Please encourage your librarian to include this new publication among their fall orders.

Trauma and Resilience in Music Education: Haunted Melodies considers the effects of trauma on both teachers and students in the music classroom, exploring music as a means for working through traumatic experiences and the role music education plays in trauma studies. The volume acknowledges the ubiquity of trauma in our society and its long-term deleterious effects while showcasing the singular ways music can serve as a support for those who struggle. In twelve contributed essays, authors examine theoretical, personal, and societal traumas, providing a foundation for thinking about their implications in music education. Topics covered include:

  • Philosophical, psychological, sociological, empirical, and narrative perspectives of trauma-informed pedagogies
  • How trauma-informed education practices might provide guidelines for music educators in settings outside of schools
  • Interrogations of how music and music education may be a source of trauma

Distinguishing itself from other subjects—even the other arts—music may provide clues to the recovery of traumatic memory, and act as a tool for releasing emotions and calming stresses. Trauma and Resilience in Music Education witnesses music’s unique abilities to reach people of all ages and empower them to process traumatic experiences, providing a vital resource for music educators and researchers.

Book Announcement
Action-Based Approaches in Popular Music Education 
By Steve Holley, Kat Reinhert, & Zach Moir
As music educators continue to explore various ways of learning and teaching popular music, recognizing and understanding a blend of traditional and non-traditional pedagogies that engage teachers and learners in authentic practices is of vital importance. To meet this emerging need, Action-based Approaches in Popular Music Education delves into the practices and philosophies of 26 experienced music educators who understand both the how and the why of popular music education. This edited collection represents the variety, the diversity, and the multiplicity of ideas and approaches to the teaching and learning of popular music. It’s these actionable approaches, practices, applications, lessons, and ideas that will enable music educators to understand how to better incorporate popular music into their teaching. This book is not an antidote to the lack of uniformity in popular music education – it is a celebration of it.

e-book version - F-Flat Books
paperback version - Amazon.com
New Dates for the 2021 Symposium on Music Teacher Education
The 2021 Symposium on Music Teacher Education will be held one week later than originally announced. The new dates are Thursday September 23rd to Saturday September 25th, 2021. All events will be held online, and will begin with a welcome and keynote address on Thursday evening. Presentations, poster sessions, and plenary sessions will be scheduled throughout the day on Friday and Saturday, with a tentative plan to hold events between 11:00am and 8:00pm Eastern on those days to allow for participation across North American time zones. The SMTE Board and ASPA facilitators will have a pre-conference meeting on the afternoon of September 23rd, and the SMTE Board will hold a wrap-up meeting on the morning of Sunday the 26th after the Symposium concludes.
Thanks to those teacher educator community members who reached out with concerns about the original dates (September 16-18) creating a potential conflict with the Yom Kippur observance. While it was our original intention to begin the Symposium on Thursday evening after the holiday would have concluded, the shift to online planning and multiple time zones created additional issues and conflicts with our Procedures and Values for Symposium Site Selection. We believe the shift in dates is the best inclusive solution to be sure we are welcoming all scholars and practitioners. We appreciate the flexibility and understanding of SMTE members.
Conferences & Calls
International Symposium on Research in Choral Singing
The American Choral Directors Association is pleased to announce the third international Symposium on Research in Choral Singing, a forum for the dissemination of research and scholarly activity. The 2022 virtual Symposium will be held synchronously on Friday and Saturday, April 29 and 30, 2022. The international Symposium will combine diverse presentational formats and break-out sessions with opportunities for in-depth conversation, inquiry, and consideration of future research directions of all types. Georgia State University and Penn State University will co-host the virtual event.

The intent of the Symposium is aligned with the purpose of the International Journal of Research in Choral Singing: to advance knowledge and practice with respect to choral singing, choir sound, choral pedagogy, and related areas such as equity and inclusion in choral singing, school community partnerships, adolescent development, vocal development, and singing and well-being. Like the IJRCS, the Symposium program committee welcomes proposals that reflect well-executed research employing quantitative, qualitative, historical, performance practice, or philosophical methodologies. Proposals for research presentations, research-informed panels, and posters are welcomed. See acda.org for details.
Intonations Themed Issue
Alterations: Art, Performance, and Creation at a Time of Global Pandemic
As we enter the second year of the COVID-19 pandemic, we invite submissions reflecting on our collective and individual experiences. We seek research, explorations, and reflections addressing topics regarding the continuous impact of the pandemic on art practitioners, educators, and researchers in all avenues of creation and artistic projects.

The global pandemic’s changes and adjustments have significantly affected the rhythms and modes in which we create, practice, teach, learn, and connect through art. Has browsing an exhibition or watching a live performance online created new understanding and/or perspective(s)? How are we continually adjusting to the virtual infrastructure and the reconfigurations of time, space, and artistic collaborations during the pandemic? How might this collective experience reverberate in our future interactions, or alter the conduct, organization, participation, or appreciation of various artistic, scholarly, and creative activities? And finally, how do we, as scholars and artists, shape or reshape our methodologies and reflections upon our own works, disciplines, resources, areas of focus, and collaborations? 
 
In this special issue, we invite you to share your intellectual, critical, and creative perspectives. Possible perspectives may include, but are not limited to:
 
  • Negotiation and (re)presentations of social contact and contract (virtuality and physicality)
  • Politics and governance of conduct (institutional limit, regulations/policies, and modes of transmission)
  • Creation and avenues of performance (art, performance, new collaboratives, conceptualization)
  • Forms of presentations (text, demonstration, archives, exhibitions, etc.)
  • Art and affect (trauma, self, isolation, massive death, community, loss) 
  • (Re)imaginations and (re)configurations of the social fabric (new communities, social/political resistance, communication)
  • Agency and representation (access, new relations and identities: artist to artist, artist to audience, artists to institutions)
  • Shifts in time and space (new limits and new potentials, new definitions, new impacts, comparative analysis)
  • Art education (new mediums and approaches, academic and non-academic, local and global)
  • Adaptive and innovative research approaches (new forms, genres, mediums, procedures, perspectives, critical approaches)
  • Art economies and practicalities of dissemination (financial, institutional, autonomy, sustainability)

The deadline for the themed issue’s submission is September 6, 2021 at 11:59 pm (MDT)

Regular Submissions:
 
In addition to the themed submissions, we accept regular submissions that address any aspect of fine arts history, theory, or praxis, as well as reviews of books, exhibitions, or performances. Experimental, cross-disciplinary, and collaborative research in various areas of music, voice, poetry, dance, theatre, performance studies, and visual/sonic arts are also welcome. In addition to traditional research papers, we are also interested in submissions engaging with other forms such as multimedia projects with a substantial written component, and/or research-creation projects. Authors, critics, designers, artists, composers, and performers are encouraged to take advantage of the multimedia capabilities of Intonations to publish creative and scholarly works. Intonations solicits submissions from graduate students, early-career scholars, and independent researchers, with an aim to encourage international dialogue and cooperation.
 
The Intonations journal publishes on a rolling basis and accepts submissions at any time. The most recent issue of the journal is open to access here. For the submission guideline and media requirements, please visit Intonations Submission page. If you have any questions, please email us at intonats@ualberta.ca.
 
Editors-in-Chief, Intonations:
Nasim Ahmadian (Music), John Mũkonzi Mũsyoki (Drama), Han Li (Art & Design)
International Society for Music Education
35th ISME World Conference
The 35th ISME World Conference is now open for submissions. This is the pre-eminent international conference for music education and music educators. Held every two years, it typically attracts more than 1200 submissions and draws more than 1500 delegates from around the world.

We have every hope of being able to meet in wonderful clean, green Brisbane, AustraliaThe conference centre is in the heart of the arts precinct with many cafes and restaurants in easy walking distance, along the southern bank of the river.

Present online or in person
You don't need to attend to participate. In keeping with the ISME 6-year Strategic Plan, the conference will be hybrid to deliver on our goals of equity, diversity and inclusion. This means that those who are unable to attend in person are very welcome to participate online.

Not sure if you'll be able to attend? Once you've made a submission you have until early 2022 to decide if you wish to attend in-person or make an online presentation (subject to presentation acceptance).

If the pandemic means we can't meet face-to-face, then we will pivot to online only.

Quick Q&A
  • Will the Proceedings include the online presentations? Yes. All accepted full paper submissions will be included in the Proceedings.
  • Will there still be poster presenters if the conference is entirely online? Yes. The online platform allows posters to be presented and allows questions to be asked and answered.

If you have any questions, email them to the ISME office. We will answer directly or through the next newsletter.

Call for submissions
All the information you need is here. The conference website is here.

Note: all plans are subject to change due to COVID.


35th ISME World Conference. Brisbane, Australia. 17-22 July 2022.
36th ISME World Conference. Helsinki, Finland. 28 July to 2 August 2024.

ISME regional conferences 2021:
ISME Regional Conference for Asia/APSMEROnline. (Tokyo, Japan.) 17-19 September 2021.
ISME South Asia Regional Conference. Colombo, Sri Lanka. 23-25 November 2021.
Virginia Music Educators Association Professional Development Conference
Norfolk, VA
November 18-20, 2021

The Virginia Music Educators Association will host two research poster sessions at the 2021 Professional Development Conference in Norfolk, Virginia, November 18-20, 2021. The goal of the research poster sessions is to disseminate scholarly work to VMEA members that has implications for music teaching and learning in a variety of settings.

Research paper abstracts focusing on topics in music education, music performance, music therapy, or other related topics are welcome. Researchers whose projects are selected are requested to be available during the two poster sessions during the conference to present and discuss their work with interested conference attendees. The research may be completed or in progress; an abstract is required for consideration.

Submissions
Please send submissions, attached to an email, to the VMEA Research Coordinator Dr. Douglas T. Owens at dtowens@odu.edu by Thursday, September 9, 2021. The document should be a Microsoft word (.doc or .docx) or portable document file (.pdf). A confirmation email will be sent upon receipt from the research coordinator.

Submissions should include two separate documents: The first document should only include the primary author’s name, mailing address, phone number, current email and institutional affiliation. If there are co-authors, please list their names and institutional affiliations. Submission results will be emailed to the primary author. The second document should be an abstract of no more than 400 words. The abstract should not identify the author(s) in any way. Please give the file a brief descriptive name but do not identify the author(s).

Abstracts must conform to the Code of Ethics published regularly in the Journal of Research in Music Education: (a) if the data have been presented in whole or substantive part at previous research sessions, a statement specifying the details of that presentation must be included with the submission in a cover letter. (b) the paper may have been submitted for publication, but must not appear in print prior to the fall conference. All submissions will be blind reviewed by an independent panel of music teacher educators that are members of VMEA.

Deadline for Submissions: Thursday, September 9, 2021
Notifications sent by: Friday, October 1, 2021


Inquiries: Douglas T. Owens, dtowens@odu.edu
Pennsylvania Music Educators Association
2022 PMEA Annual In-Service Conference
Kalahari Resort & Conference Center in Pocono Manor, PA
April 6-9, 2022

The Pennsylvania Music Educators Association Research Committee announces a call for research for presentation at the PMEA Annual In-Service Conference to be held at the Kalahari Resort and Conference Center, in Pocono Manor, PA, April 6-April 9, 2022. The PMEA Research Committee will blind review submission materials corresponding with the indicated proposal option at time of submission.

Option 1, Poster Only
Abstracts of completed or in-progress research of any type (i.e., quantitative, qualitative, mixed methods, philosophical, historical) for Poster Session presentation.

Option 2, Poster and Research Presentation
If completed or in-progress abstract is accepted for poster presentation, primary author requests its consideration also for paper presentation at one of two Research Forums.

Option 3, Poster and Research-to-Practice Workshop
If abstract for completed research project is accepted for poster presentation, primary author requests review of additional workshop submission materials for consideration also for presentation during one of two Research-to-Practice Workshops. (Workshop presenters actively involve attendees in applications of the submitted research procedures, outcomes, and/or implications.)

Submissions:

Deadline: 11:59 p.m., Eastern Daylight Time (EDT), October 15, 2021

Instructions for Submission: For complete instructions to prepare an abstract for each of your research submissions, go to: https://bit.ly/3lKnN8w.

Note the following additional requirements:

1. Submitters should not have published the results of their submitted research, and must disclose the name of conference, location, and presentation date if the submitted research has been simultaneously submitted for a separate presentation or already presented at one or more conferences.

2. Submission of a research proposal is a commitment by all co-authors to register for the PMEA conference, and attend the session(s) for which the research is accepted.

3. All researchers presenting on PMEA programs must be members of NAfME, or register for the PMEA conference at the non-member rate.

4. Submission of a research proposal assumes acceptance of the scheduled time.

5. The primary author of a research proposal with multiple authors will be responsible for informing all additional authors of all notifications and specifics relating to the session(s).

6. For accepted research, primary author agrees to prepare an updated abstract with additional information for distribution at the poster session presentation. Details to include on the updated abstract will be provided in the notification of acceptance.

Abstracts and outlines will be blind-reviewed and notifications will be sent electronically to primary authors by Wednesday, October 27, 2021. Accepted primary authors will be asked to confirm attendance by midnight, EDT, November 3, 2021. Presenters at PMEA 2022 have the option of sharing their updated abstract for our posting to the PMEA Research webpage. Thank you! We look forward to your submission(s).

Inquiries:
Dr. Alison Reynolds:
Tennessee Music Educators Association
63rd Annual Professional Development Conference
Gaylord Opryland Resort and Convention Center, Nashville, Tennessee
April 27-30, 2022

We welcome submissions of unpublished research in music education, reviews of literature, action research, and works in progress from TMEA members and out-of-Tennessee researchers. Topics related to music teaching and learning will be considered. Submissions for this conference may also have been accepted for publication but should not have appeared in print prior to the conference. Reports presented at other conferences are eligible if the audience was substantially different. A statement specifying the particulars of any prior presentations must be included with the submission.

Best Practice submissions should describe programs or practices that are effectively meeting important goals in music education (e.g., instructional strategies, assessment, innovative curriculum design, etc.). Proposals should include a specific justification and/or rationale for the program or practice, and a description of the context in which it has been implemented.

Submission Information:

All submissions should not have been published prior to the conference and must meet the Code of Ethics published in the Journal of Research in Music Education. Only electronic submissions will be accepted (in .pdf, .doc, or .docx format).

The submitted proposal must include the following: 
  • Title
  • Primary author’s name, email address, and institutional affiliation (e.g., school, corporation and/or university)
  • Names of other authors, if applicable
  • Submission Category: Research or Best Practice
  • Description/abstract of no less than 300 words and no more than 500 words

Deadline for submissions: December 10, 2021, by 11:59 CST. Notifications of accepted sessions will take place in January.

Website:

Inquiries:
Dr. Loneka Battiste - lbattis2@utk.edu
Job Announcements
Assistant Professor in Music Education
RTA School of Media, Ryerson University
Located in downtown Toronto, the largest and most culturally diverse city in Canada and on the territory of the Anishinaabeg, Haudenosaunee and the Wendat Peoples, the RTA School of Media in the Faculty of Communication and Design [FCAD] at Ryerson University invites applications for a one-year, Limited Term Faculty (LTF) position at the rank of Assistant Professor in Music Education, effective September 1, 2021, subject to final budgetary approval. This is an exciting opportunity to support the new Professional Music program, the first of its kind in Canada. 

The successful candidate will engage in teaching and service duties, contribute to the School’s undergraduate programs through mentoring and supervision of students, participate in the administrative activities of the School, contribute to various committees and help establish the culture of the Professional Music program in ways that will facilitate an inclusive, equitable and collegial work environment. 

Candidates must hold a Master’s degree in a relevant music area and have extensive experience in the music industry. A PhD in the humanities or social sciences in a music-related field is an asset. The successful candidate should also present evidence of:
  • knowledge of music education and ability to teach the fundamentals of music relating to songwriting and production;
  • experience teaching music studies at the post-secondary level in areas such as business of music, digital culture, digital audio production, or popular music studies; 
  • a track record of teaching excellence; 
  • involvement in professional networks and organisations of the popular music industry in Canada;
  • a demonstrated capacity for collegiality,leadership and the ability and willingness to contribute to the life of the School, the Faculty and the University through collegial service;
  • a commitment to our values of equity, diversity and inclusion as it pertains to teaching and service activities, including a demonstrated ability to make learning inclusive for a diverse student population and experience supporting student well-being. 

How to Apply 
Applicants must submit their application online via the Faculty Recruitment Portal (click on “Start Application Process” to begin). The application must contain the following: 

  • a letter of application; 
  • a curriculum vitae; 
  • a teaching dossier and results of teaching evaluations; and 
  • names of three individuals who may be contacted for references. 

Please note that all qualified candidates are encouraged to apply; however, applications from Canadians and permanent residents will be given priority, in accordance with Canadian immigration regulations. Candidates must therefore indicate in their application if they are permanent residents or citizens of Canada.

Contacts 
Any confidential inquiries about the opportunity can be directed to the DHC Chair, Dr Kathleen Pirrie Adams at kpirrie@ryerson.ca.  

Indigenous candidates who would like to learn more about working at Ryerson University are welcome to contact Tracey King, Indigenous Human Resources Lead at t26king@ryerson.ca.  

Black identified candidates who wish to learn more about working at Ryerson University are welcome to contact Shurla Charles-Forbes, Black Faculty & Staff Community Network at shurla.charlesforbes@ryerson.ca.
 
For any confidential accommodation needs in order to participate in the recruitment and selection process, please contact Alanna Neshevich, HR Advisor at alanna.neshevich@ryerson.ca.
Assistant Educator, School and Educator Programs in Music
The Metropolitan Museum of Art - New York
About the Education Department
The Met’s Department of Education—dedicated to making art meaningful and accessible for everyone—is central to the mission of the Museum. The Department is a national and international leader in museum-based education and public programming, pushing boundaries through continuous innovation and experimentation. In-person and virtual programs include high school and college internships that promote career development and diversity; PreK–12 educator programs that train teachers to integrate art into curricula across disciplines; lectures and symposia that feature preeminent artists and scholarship; daily tours in multiple languages, and so much more.

GENERAL STATEMENT OF RESPONSIBILITIES & DUTIES:
The Met seeks a dynamic Assistant Educator, School and Educator Program with music and musical instrument related knowledge to join our School and Educator Programs team within the Teaching and Learning division of the Education Department. This position will work collaboratively with internal and external stakeholders, including the Department of Musical Instruments, the NYC Department of Education and various community partners to create, develop and implement interdisciplinary music-based education programming and curriculum for Pre-K-12 students and educators. The Museum aims to create authentic relationships with a broad range of audiences, and offer inclusive formal and informal experiences for students and educators in all settings: public, private, parochial, and homeschool. The Museum collaborates with school administrators at all levels, as well as pre- service and out-of-school-time educators. The Assistant Educator will establish and sustain strategic school and community partnerships with a focus on music and interdisciplinary arts-integrated learning. The position will build on the Museum’s close collaboration with the New York City Department of Education and other school-based and community organizations, to scale our reach and ensure alignment with school and community needs.

The Assistant Educator joins a team that designs and implements research-and collection-based programs that help connect learners to knowledge, creativity, and ideas.
The Assistant Educator, School and Educator Programs reports to the Educator for School and Educator Programs.

This is a full-time, temporary 3-year position with the possibility of renewal.

PRIMARY RESPONSIBILITIES & DUTIES:
  • Initiate and manage the planning, budget development and programming, and evaluation for programs and resources for the Pre-K-12 teachers and students about music and music education with primary focus the Met’s collection of musical instruments. These include, but are not limited to, programs for educators, such as workshops, multi- day institutes, online programs and special events, to include performance, as well as direct services to students through guided school programs, music and arts workshops, music performance and school partnerships. The Assistant Educator will collaborate with colleagues across the Museum, particularly the Department of Musical instruments, educators and musical performance organizations to leverage expertise.
  • Develop and launch a guided tour program and relevant tour topics for Pre-K-12 School Group visits with a focus on music and musical instruments across cultures and time periods, as well as interdisciplinary music education. Teach and demonstrate within the Musical Instruments and other galleries with a focus on interdisciplinary music-based education and musical instruments that may include performance.
  • Serve as a key liaison to the New York City Department of Education, other school-based organizations, community organizations and performance-based organizations to co-create curricula, professional development, and partnerships with a focus on interdisciplinary music education, music and arts integration and musical performance.
  • Collaborate with other Teaching and Learning staff to create effective programming that benefits visitors beyond the formal Pre-K-12 setting, such as parents and families, teens, and college students and faculty. Through these collaborations and shared outcomes, the Assistant Educator will connect formal in-school learning to out-of-school time learning with an aim to supporting the whole learner within a community context.
  • Ensure program frameworks and teaching approaches align with the Museum's teaching goals and advance the Education Department’s 2025 Strategic Plan. Plan and co-lead trainings related to interdisciplinary music education, music and arts integration, and musical performance for those who are teaching Pre-K-12 students and educators, including volunteers, contract educators and teaching artists.
  • Engage new and existing audiences with an aim of expanding programs in music-education, interdisciplinary music education, music and arts integration and musical performance.
  • Initiate and sustain productive relationships within the Education Department, the Department of Musical Instruments, and other colleagues across the Museum.
  • Regularly teach in School and Educator Programs, as well as programs for a variety of audiences.
  • Produce content for print and online materials and work to promote and heighten awareness of the work of School and Educator programs.
  • Participate in the supervision and evaluation of contract educators.
  • Identify evaluation and research priorities for programs; co-design evaluation strategies; analyze and report on results, and use findings to shape future program.
  • Actively engage in the wider arts and music education community by participating in local, national and global conferences and convenings, and other modes of dissemination to share best practices with the field.
  • Other duties as assigned. 

REQUIREMENTS & QUALIFICATIONS:

Experience and Skills:
The successful candidate will possess strong project management, conceptual, communication skills and emotional intelligence necessary to foster strong collaboration across the department and the museum as a whole. In particular, the Met is interested in candidates with the following experiences and competencies:
  • Minimum 3 years of experience working in museum education, or other partner organizations supporting school programming
  • Practicing musician with instrumental education strongly preferred; ability to demonstrate a variety of instruments
  • Demonstrated excellence teaching with original works of art and objects (including musical instruments) in a museum or gallery setting
  • Excellent interpersonal skills and demonstrated capacity to effectively and professionally communicate with a wide range of constituencies, verbally and in writing
  • Strong project management and collaboration skills
  • Excellent organizational skills and ability to manage multiple, logistically complex activities simultaneously within a museum setting
  • Some evening and weekend hours required.

Knowledge and Education:
  • Master’s degree in museum education, music education, or related field, or equivalent education and experience
  • Demonstrated knowledge of musical performance development and production, in formal and informal settings
  • Demonstrated knowledge of current theories and practices pertaining to Pre-K-12 learning and human development, general music and instrumental music education, and applications to museum education
  • Demonstrated knowledge of music education, in formal and/or informal settings
  • Familiarity with local and national Pre-K-12 learning standards; prior work with or in NYC schools and youth or community organizations preferred
  • Demonstrated understanding of how to build and sustain partnerships with schools, community and other organizations
  • Command of Microsoft Office Suite, digital learning platforms, and a variety of digital technologies 

For more information and application, visit here
Assistant/Associate/Full Professor, Music Education
Bienen School of Music - Northwestern University
The Northwestern University Henry and Leigh Bienen School of Music invites applications and nominations for a full-time, tenure-track (Assistant Professor) or tenure-eligible (Associate and Full Professor) position in Music Education to begin September 1, 2022. Area of specialization is open, however the ideal candidate will complement current faculty's curricular and scholarly strengths, will be committed to music education as both a practical and academic discipline, and will envision music learning and teaching as a global endeavor that occurs across the lifespan and both within and outside formal educational institutions.

Required: 1) a doctoral degree in Music Education; 2) an ongoing commitment to one or more lines of significant, innovative, and forward-looking research as demonstrated through publications and national/international professional activities; 3) successful primary and/or secondary school teaching experience and demonstrated effectiveness teaching music at university undergraduate and graduate levels; 4) evidence of innovative teaching (e.g., explores the nexus between music education and other disciplines, explores new models and environments of music learning, or examines music education's role in the preparation of professional musicians).

Responsibilities: 1) teaching, research, and service activities consistent with those of a large school of music within a research university; 2) teach undergraduate- and graduate-level core courses in music education as well as other courses and seminars in the applicant's area(s) of expertise and scholarly interest; 3) supervise graduate research projects and direct/advise dissertations in line with Northwestern University's mission as a major research institution; 4) maintain a high level of professional visibility through ongoing contributions to scholarly research and professional leadership in the field.

Priority will be given to applications received before October 15, 2021. Screening will begin September 1, 2021 and continue until position is filled. Applicants should submit: 1) letter of application; 2) curriculum vitae; and 3) names and contact information of three persons qualified to serve as references. To apply, visit https://facultyrecruiting.northwestern.edu/apply/MTEwOA== or access the application process via the Bienen School's website at www.music.northwestern.edu/resources/faculty/open-positions.

Please direct questions to Dr. Sarah Bartolome, Search Committee Chair, at sarah.bartolome@northwestern.edu.

Northwestern University is an Affirmative Action/Equal Opportunity Employer. Hiring is contingent upon eligibility to work in the United States. Women and minorities are especially encouraged to apply.
Adjunct Faculty - Music Education
Rider University
Position Description:
The Westminster Choir College Department of Music Education seeks an adjunct instructor of music education for the fall semester beginning September 8. This position is to teach ME 188 Instrumental Music: Winds/Percussion.

Position Requirements:
- Bachelor’s degree in music or music education.
- Successful experience teaching elementary or middle-level band.

Position Preferred Qualifications/Experience:
- Master’s degree in music or music education.
- Successful experience teaching advanced level wind and percussion students.

About Rider University:
The Rider University community is composed of faculty, staff and students from a wide range of cultural backgrounds.

Rider University is committed to fostering an inclusive, vibrant living and learning community that embraces students, faculty and staff of all backgrounds and enables them to achieve success.

Through reflection and open, respectful dialogue, we develop responsible citizens who demonstrate academic understanding and compassion to grow and serve as leaders in a diverse and global world.

Candidates with a demonstrated commitment supportive of the multicultural needs of Rider University and the surrounding community are highly desired.

For more information and application, visit here.
Adjunct Instructor - Music (Voice)
Cabrillo College
Cabrillo College is accepting applications in order to fill temporary, part-time faculty assignment(s), and to establish an eligibility pool for temporary, part-time faculty assignment(s), that may become available as follows for 2021 Fall and 2022 Spring Semesters:

The ideal candidate will share Cabrillo's commitment to educating its racially and socioeconomically diverse student population. Cabrillo College serves approximately 11,500+ students per term, including LatinX (46.82%), Multi-Ethnic (5.14%), Asian (2.53%), African-American (1.08%), Filipino (0.79%), American Indian or Alaskan Native (0.30%), and Pacific Islander (0.16%) as of Fall 2019. At Cabrillo, 56.66% of students are students of color and 54.91% are economically disadvantaged. In 2006, Cabrillo College was designated a Hispanic-Serving Institution, reflecting the great responsibility that the College has to the educational attainment and economic well-being of the surrounding community. Cabrillo provides an excellent opportunity to learn, collaborate, create, and make a difference in the lives of its students and community. Examples of DutiesTeach assigned classes, which may include evening or off-campus assignments

Required Professional Expertise:
Currency and depth of knowledge in the applicable professional field
Knowledge of and commitment to teaching strategies and practices that enhance student success at community colleges, including effective use of technology
Effective oral and written communication skills
Demonstrated ability to teach the courses or perform the duties effectively as described above
Demonstrated ability to communicate well with students of diverse academic, ethnic, socioeconomic, and cultural backgrounds; gender identities, sexual orientations; and students with disabilities
Evidence of professional activities and service beyond the primary teaching assignment
Development and review of curriculum as well as including assessment of learning
Demonstrated ability to work cooperatively with others
Demonstrated responsiveness to and understanding of the racial, socioeconomic, academic, and cultural diversity within the community college student population, including students with different ability statuses (e.g., physical and/or learning) as these factors relate to the need for equity-minded practices in the classroom
Demonstrated ability to reflect critically on institutional and teaching practices that aim to increase cultural responsiveness
Knowledge and understanding of the accountability and critical dimensions of equity
Demonstrated ability addressing issues of equity in the classroom

Desired Qualifications/Performance Expectations:
Successful teaching experience at the community college level
Demonstrated ability to employ innovative teaching techniques and methodologies
Experience teaching diverse student populations
Successful online teaching experience
Knowledge of culturally-responsive pedagogical teaching techniques and effective ways for engaging students who are historically under-represented and under-served

For more information and application, visit here
Postdoctoral Fellow
Don Wright Faculty of Music, Western University
The Don Wright Faculty of Music at Western University in Canada is looking to recruit a Postdoctoral Fellow through Western's Postdoctoral Fellowship program. 

This is a two-year position, with a stipend of CA$45,000/annum. Potential candidates need to have a completed doctoral degree before the postdoc begins in 2022.

An additional Indigenous Postdoctoral Fellowship is also open for application.

Applicants will need to propose a project that aligns significantly with the research program of one of our full-time research faculty members. Those interested in applying should contact the faculty member they wish to work with. If the faculty member expresses interest in supervising them, then the candidate and potential supervisor apply together. The deadline for this joint application is November 9, 2021.

More information on the program can be found here. For questions about the program or the process, or if you are interested in the Indigenous Postdoctoral Fellowship, contact emily.ansari@uwo.ca.