2021 Symposium on Music Teacher Education

Critical Examination of the Curriculum

Cultural Diversity and Social Justice for Music Teacher Education

Music Teacher Educators: Recruitment, Preparation, and Professional Development

Music Teacher Health and Wellness

Music Teacher Identity Development

Policy (Meeting passcode is huskies)

Professional Development for Music Teachers

Program Admission, Assessment, and Alignment

School/University Partnerships

Supporting Beginning Music Teachers

Teacher Evaluation

Teacher Recruitment

Grow Your Own Music Educators?: Understanding GYOs Through the Voices of Students of Color

Adrian Barnes

A Profile of Community College Students as Preservice Music Educators

Diana Dansereau & Michael Sundblad

Well-being and Adaptability Among Music Teacher Educators

Nicholas Roseth & Jennifer Blackwell

“What do I do now?”: An Exploration of First Year Music Teachers’ Persistence

Stephanie Prichard

Undergraduate Credit Hours in Music Education: A Discussion of Practices and Implications

Andrea Maas, Aaron Wacker, & Ashley Allen

Formative Experiences of DEI Leaders in Music Education Organizations

Karen Salvador & Amy Sierzega

Nobody Wants to Be the First One to Say Anything About It:  Opening Up Space for Dialogues about Healthy Musicianship

Ann Marie Stanley, Carla Salas-Ruiz, & Joshua Burgos

Secondary Music Programs:  Administrator Perspectives and Hiring Practices

Jocelyn Prendergast, Jill Wilson, & Kevin Droe

In-service Choral Teachers’ Perceptions of Pre-Service Teacher Readiness

Cara Bernard & Nicholas McBride

Perceptions and Experiences of Preservice Music Educators Working with Students with Disabilities: A Mixed Methods Study

Rachel Grimsby

The Tetrad of Collaboration: A New Framework for Communication in Student Teaching

Jamie Gunther

The Somatic Music Teacher: Embracing Mind-body Education in Music Teacher Education

Stephen Paparo & Judy Palac

Confronting Ableism in Music Teacher Education

Brian Weidner & Becca Mattson

Graduate Student-Led Mentoring for New(ish) Music Teachers

Dennis Giotta, Allison Paetz, & Adrienne Bedell

Popular Music Pedagogy: A Loving Critique

Steve Holley, Kat Reinhert, José Valentino Ruiz, Cassandra O’Neal, & Sarah Gulish

Recent College Graduates with Bachelor’s Degrees in Music Education: A Demographic Profile

David DeAngelis

Integrated Music Education for Cross-Curricular Learning: Perspectives and Practices of Elementary and Middle School Teachers

Daniel Johnson, Kristin Harney, & Amorette Languell

Pathways to the Profession for Under-Represented Minority Music Students

Jacob Berglin

“Wellness Starts with Me”: Choir Teacher Wellness Experiences and Perceptions

Colleen McNickle

Listen, Learn, Read On: A Case Study on Developing Music Literacy Through Popular Music Experiences

Samuel Tsugawa & Brittany May

#TheSocialExperiment: Music Educators’ Perspectives of Social Media Use and Social Justice Engagement

Sandra Adorno, Candice Davenport Mattio & Melissa Ryan

Virtual Service Learning for Preservice Choral Educators: Lessons from the “Field”

Emily LaSalle & Joshua Palkki

Collaborating to Design and Implement a Constructivist Curriculum for Beginning Instrumentalists

Barry Hartz & Elizabeth Bahr

Discovering Our Why: Coaching Tools for the Music Educator

Erin Zaffini & Ashley Hall

The Sound of All of Us: Community, Culturally Responsive Teaching, and Musicianship

Robin Giebelhausen & Bri’Ann Wright

Trauma-Informed Music Teacher Education: Preparing Future Teachers and Meeting Their Needs as Students

Rebecca DeWan

Making Learning Visible through Documentation: Creating a Culture of Inquiry among Preservice Music Teachers

Vanessa Bond

A Virtual Lab School: Developing a Multi-state Public School University Partnership to Benefit Minority Students

Donald Devito, Gena Greher, & Sangmi Kang

Faculty Perspectives on the Master’s Degree in Music Education

Gregory Springer, Kari Adams, & Jessica Napoles

Trauma-Informed Pedagogy: Principles, Teaching Strategies, and Implications for Music Educators

Adrienne Bedell

Self-Study to Consider Curricula in Music Teacher Education

Colleen Conway, Michael Vecchio, & Rebekah Weaver

The Rs: Relationships, Rhetoric, and Real-Talk

Sommer Forrester, Karin Hendricks, & Shannan Hibbard

A Spiraled Approach to Embedding SEL In the Pre-Service Music Teacher Curricula

Melissa Lloyd

Face-to-Face vs. Online Peer Teaching: Comparing Preservice Music Teachers’ Reflections

Rachel Sorenson, Devan Moore, & Gregory Springer

Exploring the Rural Music Teacher Experience through Online Professional Development

Daniel Johnson, Ann Marie Stanley, & Tim Nowak

Engaging Anti-Racist Pedagogy as Professional Development: A Collective Case Study

Jamey Kelley, Kelsey Nussbaum, & Tzefira Jones

Queer Futurity in Music Teacher Education: Voices from the Field

Don Taylor, Tyler Hudson, & Kaleb Schumann

Rethinking “Bad Behavior”: A Trauma-informed Response to “Acting out” in Music Education

Juliet Hess

Experiences of a Music Education Student Using Therapeutic Writing in a Songwriting Class

Mark Adams

 This year marks the 50^th anniversary of the release of the album What’s Going On? by prolific singer, songwriter, and producer Marvin Gaye. This concept album featured songs encompassing a wealth of domestic and international issues, ranging from police brutality to pollution to war and poverty. Whether you choose to “drop the needle” at the beginning of “Mercy, Mercy Me” or at the end of the first verse of “Wholy Holy”, you will hear Gaye’s unwavering commitment to thoughtfully and profoundly rendering critical perspectives that continue to be significant in this current time of (dis)information. In this session, What’s Going On? is both the question we ask and the framework we use to examine the distortions regarding what critical race theory (CRT) is and is not. Like Gaye’s song cycle, we hope that in our efforts to inform, we will inspire and instigate critical thought and the action necessary to confront injustice and engender systemic change.

Boston University – passcode 509187

Kent State University

University of Colorado Boulder

University of Florida

University of Michigan

Engaging in an activity—any activity from teaching to musicking to conference-going and beyond—can be enhanced through bringing an intentional, non-judgmental awareness to the present moment, or a mindfulness-based approach. This type of awareness can be developed through practice with guidance and in self-exploration. In this session, we will spend some time discussing how our own mindfulness practices prepare us for connecting with students, colleagues, and content through first connecting with our interconnected embodied, emotional, and thinking selves. Primarily, we will spend our time together engaging in guided mindfulness practices that reflect different ways of developing awareness of the self. Attendees with any level of experience with mindfulness are welcome to join us

Eastern (CT, DE, DC, EU, ME, MD, MA, NH, NJ, NY, PA, RI)

North Central (IL, IN, IA, MI, MN, NE, ND, OH, SD, WI)

Northwestern (AL, ID, MT, OR, WA, WY)

Southern (AL, FL, GA, KY, LA, MS, NC, SC, TN, VA, WV)

Southwestern (AR, CO, KS, MO, NM, OK, TX)

Western (AZ, CA, HI, NV, UT)

The Hidden Neoliberalism of Social Emotional Learning: Concerns for Equity

Lauren Kapalka Richerme

A Phenomenology of First-Year Music Teaching During the COVID-19 Pandemic

Marta Frey-Clark, Justin West, & Olivia Tucker

Music Cooperating Teachers’ Perceptions of the University Cooperating Teacher Partnership

Colleen Conway &Molly Baugh

An Investigation of Access and Exclusion to Music Education Programs at Big Ten Universities

Erika Knapp & Whitney Mayo

Preservice Teacher Lesson Planning through Mind Mapping Exercises

Ryan Shaw & Sandra Snow

Instrumental Music Education in Rural North Carolina: A Case Study

Catheryn Foster & Melody Causby

Adolescent Voice Change and Trans and Gender-Expansive Singers: A Survey of Secondary Choir Teachers

Jessica McKiernan

It’s Not as Simple as Black and White: The Cross-Cultural & Racial Experiences of a Music Education Doctoral Student and His Advisor

Lonnie Easter II & Christopher Baumgartner

Examination of the Experiences of Five BIPOC Students in Music Education

Jill Wilson & Natalie Steele Royston

Revitalizing Post-COVID Instrumental Music Education: Facilitating Standards-Based Assessment of Individual Students’ Music Achievement and Promoting Diversity, Equity, and Inclusion

Alden Snell II, David Stringham, Michael Stewart, Lisa Caravan, Heidi Lucas, Alvin    Simpson III

What Does Culture Have to Do with Social Justice?

Joseph Abramo

MTE Mothers: Finding Balance During the COVID-19 Pandemic

Rachel Grimsby & Ashley Allen

School Culture Change Through the Arts: A Case Study of the Turnaround Arts Program

Cara Bernard & Ryan Shaw

Barriers Facing Latinx Music Educators

Ruben Alcala

Grief as Transformation: Music Teacher Identity and Traumatic Loss

Colleen Sears

On Being Black, Brown and Asian in a Field of White: A Panel by Students of Color

Kay Piña, Marjoris Regus, Lorelei Batislaong, & Miguel Garcia

The Music Teacher Preparation Initiative: Expanding Our Vision of What It Means to Be a Music Educator

Deborah Confredo, David Rickels, Cecil Adderley, & Carlos Abril

An Examination of Community College Articulation Agreements at a Midwestern University in Regards to the Music Education Degree

Natalie Royston, Phillip Payne, Adrian Barnes, & Kate Bertelli-Wilinski

Music in a Crisis: The Experiences of Three Music Educators after the Camp Fire

Sarah Van Dusen

Agency, Identity, and Professional Development: A Collaborative Action Research Study of a Middle School Orchestra Teacher

Samuel Tsugawa & Marcus Voght

The need to address our music students’ well-being is more important now than ever. During the past year, I was invited to create a wellness program for our music students at the University of Oklahoma called “Breathe OUt”, which has turned into a truly rewarding, helpful, and successful endeavor. In this session, I will provide an overview of “Breathe OUt” and offer specific guidance to attendees who want to use it as a model to begin a wellness program for their own students. I will walk you through everything you may need to get started including savvy marketing strategies (eye-catching flyers, merchandise, social media); recruiting and engaging student helpers; making the most of a small budget; and organizing wellness activities such as yoga or meditation (even if you’re not an expert on either). I will also encourage other music wellness coordinators to share their own tips and tricks for success. Please join us for this opportunity to learn from each other so we can bring the absolute best care to our music students! 

Critical Examination of the Curriculum

Cultural Diversity and Social Justice for Music Teacher Education

Music Teacher Educators: Recruitment, Preparation, and Professional Development

Music Teacher Health and Wellness

Music Teacher Identity Development

Policy (Meeting passcode is huskies)

Professional Development for Music Teachers

Program Admission, Assessment, and Alignment

School/University Partnerships

Supporting Beginning Music Teachers

Teacher Evaluation

Teacher Recruitment

The current editor (James Austin) and past editors (Janice Killian, William Fredrickson, Hilary Apfelstadt) will share stories and perspectives on the journal’s origin, mission, and published scholarship, and consider how the journal may continue to evolve in relation to the work of various ASPAs, emerging areas and forms of research, and the current symposium theme.