Gary E. McPherson studied music education at the Sydney Conservatorium of Music, before completing a master of music education at Indiana University, a doctorate of philosophy at the University of Sydney, and a Licentiate and Fellowship in trumpet performance through Trinity College, London. He is the Ormond Professor and Director of the Melbourne Conservatorium of Music at the University of Melbourne, and has served as National President of the Australian Society for Music Education and President of the International Society for Music Education. His research interests are broad and his approach interdisciplinary. His most important research examines the acquisition and development of musical competence, and motivation to engage and participate in music from novice to expert levels. With a particular interest in the acquisition of visual, aural and creative performance skills he has attempted to understand more precisely how music students become sufficiently motivated and self-regulated to achieve at the highest level.


Graham F. Welch holds the University College London (UCL) Institute of Education Established Chair of Music Education. He is elected Chair of the internationally based Society for Education, Music and Psychology Research (SEMPRE), a former President of the International Society for Music Education (ISME), and past co-chair of the Research Commission of ISME. Current Visiting Professorships include the Universities of Queensland (Australia), Guildhall School of Music and Drama, and Liverpool (UK). He is an ex-member of the UK Arts and Humanities Research Council's (AHRC) Review College for music and has been a specialist consultant for Government departments and agencies in the UK, Italy, Sweden, USA, Ukraine, UAE, South Africa and Argentina. Publications number over three hundred and fifty and embrace musical development and music education, teacher education, the psychology of music, singing and voice science, and music in special education and disability. Publications are in English, Spanish, Portuguese, Italian, Swedish, Greek, Japanese and Chinese.

Andrew R. Brown is an active computer musician, computational artist, builder of software tools that support creativity, and educator. He currently holds the position of Professor of Digital Arts at the Queensland Conservatorium of Music, Griffith University, Brisbane, Australia, and has previously worked as the Research Manager for the Australasian Cooperative Research Centre for Interaction Design (ACID), the Coordinator of the Computational Arts Research Group at the Queensland University of Technology, and as a lecturer in music education at the University of Melbourne. His current interests include investigating how technologies support creativity and learning, novel process for computational music and art, and the philosophy of technology. He is the author of the book Computers In Music Education: Amplifying Musicality, published by Routlege.

Pamela Burnard is Professor of Arts, Creativities and Education at the Faculty of Education, University of Cambridge. She co-convenes the British Educational Research Association (BERA) Special Interest Group, Creativities in Education (https://www.bera.ac.uk/group/creativity-in-education), and the biennial international conference, Building Interdisciplinary Bridges Across Cultures and Creativities (www.BIBACC.org). She is an international authority on creativities research and has published widely with 12 books and over 100 articles on creative teaching and learning and the expanded conceptualization of diverse creativities across education sectors and creative industries. She has published widely on creative teaching and learning and the expansion and new conceptualization of diverse creativities across the primary, secondary and higher education sectors. Her latest research concerns the notion of gendered creativities and seeks to explore how gender is perceived, valued and experienced by individuals, educators and employers operating in distinct creative work, creative industries involving career paths and the creative economy. She is also presently researching STEAM education at the nexus of disciplines and creativities that arise through collaborative learning cultures which disrupt antiquated subject silos.

Bernadette Colley holds bachelor, master, and doctoral degrees from Syracuse, McGill, and Harvard universities respectively. She is founder and principal of Colley Consulting, a research consultancy specializing in arts education policy design since 1989. Prior to professorship at Boston University 2003-2011, she taught at Harvard and McGill universities, Massachusetts College of Art and Design, and K-12 schools in the US. Her research on interdisciplinarity in music education and arts education policy development is published in the Journal of Research in Music Education, Journal of Music Teacher Education, Arts Education Policy Review, Update, Chamber Music, and is presented internationally. She is author of Minds Alive: Teachers as Scholars - cases reflecting the importance of teachers' intellectual rejuvenation. She was music evaluator for NEASC, received the Reston Prize from the National Associations of Schools of Dance, Music, Theatre, Art and Design, an was an Arts Education Fellow at the National Endowment for the Arts in Washington DC.

Ian Cross holds a Licentiate of Royal Academy of Music and an Associate of the Royal College of Music-he took a B.Sc. in music at City University, London, before completing a doctorate at the same institution. Since 1986 he has taught in the Faculty of Music at Cambridge University, where he is now Professor of Music and Science. He is director of the Centre for Music and Science in the Faculty of Music at the University of Cambridge, where he is also a fellow of Wolfson College. The interdisciplinary nature of his research interests is reflected in the range of his published work, in which the fields of music cognition, music theory, ethnomusicology, archaeological acoustics, psychoacoustics and, most recently, music and language evolution are represented. His research is guided by the aim of developing an integrated understanding of music as grounded in both biology and culture.

Rokus de Groot is Professor Emeritus of Musicology at the University of Amsterdam, after occupying a personal chair 'Music in the Netherlands since 1600', at the University of Utrecht. He obtained a master's degree of musicology at the University of Amsterdam, and a doctorate of humanities at the University of Utrecht. He conducts research on music of the 20th and 21st centuries, especially about the systematics and aesthetics of composition; about the interaction between different cultural traditions; about (re)conceptualizations in music practices, of past and present religious and spiritual ideas; and about the metaphorical use of musical concepts in various disciplines, in particular polyphony. In 2009 he was invited to deliver the Edward Said Memorial Lecture at the American University of Cairo. He also works as a composer, creating danced music theatre in which artists and scholars of different traditions cooperate in processes of mutual learning.

Steven C. Dillon died in April 2012, soon after finishing his original contribution to the OHME. He studied music education at the University of South Australia, before completing a master of music education and a doctorate of philosophy at La Trobe University in Melbourne. He combined a career as a professional singer songwriter with school music teaching. Steve was a senior lecturer in Music and Sound at Queensland University of Technology, director of save to DISC Research Network and project Leader of the Network Jamming Research Group. He was series editor of the meaningful music making for life book series, reviewer for international journals, president of the Musicological Society of Australia Queensland branch, and an active affiliate of ISME and ASME. His research interests focussed on meaningful engagement with music making and designing digital media technologies and relational pedagogies to provide access to cognitive growth, health and wellbeing through music making.

Randi Margrethe Eidsaa holds a Bachelor of Music Education from the University of Agder, Masters degree from the University of Oslo and Doctoral degree from the Danish School of Education at Aarhus University, Copenhagen. Her research field is composition, music aesthetics and creative processes in music performance. Her doctoral project was a study on the Cultural Rucksack, a National Norwegian program for art and music in schools. She has organized a number of music performances for professional musicians and school children. She was a member of the National Committee who revised the Norwegian National Music curriculum in 2006. She is involved in the interdisciplinary research program Art in Context at the University of Agder and conducts the long-term collaborative performance project Musical Dialogues between Norway, Armenia and Bosnia-Herzegovina.

David G. Hebert is a Professor of Music at Western Norway University of Applied Sciences, where he leads the Grieg Academy Music Education (GAME) research group. He frequently lectures for China Conservatory, and previously worked for universities in the United States, Japan, Finland, Russia, and New Zealand. With Eva Saether, he is a founder of the Nordic Master of Global Music Program. His research applies an international-comparative perspective to issues of pluralism, identity, and cultural relevance in music education, as well as processes by which music traditions emerge and change - both sonically and socially - as they are adopted into institutions. His writings appear in 30 professional journals and such books as Patriotism and Nationalism in Music Education, Wind Bands and Cultural Identity in Japanese Schools, and Theory and Method in Historical Ethnomusicology.

Evangelos Himonides is Reader in Technology, Education and Music at University College London (UCL), where he currently leads the post-graduate programme in Music Education and supervises a number of doctoral and post-doctoral researchers. He held the University of London's first ever lectureship in music technology education. He edits the Society for Education and Music Psychology Research (sempre) conference series, is associate editor of the Journal of Music, Technology and Education (JMTE), associate editor of Logopedics Phoniatrics Vocology, and associate editor of Frontiers in Psychology. Evangelos has developed the free online technologies for Sounds of Intent (soundsofintent.org & eysoi.org ). He is a Chartered Fellow (FBCS CITP) of the British Computer Society.

Neryl Jeanneret studied undergraduate music at the University of Sydney, followed by a diploma of education, a master of education, and a doctor of philosophy. She is the Head of Music Education in Arts Education in the Melbourne Graduate School of Education. Neryl has served as national president of the Australian Society of Music Education, the chair of the International Society for Music Education's policy commission, and chief examiner of music for the Board of Studies, NSW. Her current research focuses on engagement, the impact of arts partnerships in schools and other settings, effective teaching models for the preparation of preservice primary generalists and pedagogy in the music clasroom. She has been involved in curriculum writing and assessment K - 12 as well as development of teacher support materials for organizations such as the Department of Education and Training (Victoria), Opera Australia, the Department of Education (NSW), Musica Viva, and the Sydney Symphony Orchestra.

Ailbhe Kenny is Lecturer and Coordinator of Music Education at Mary Immaculate College, University of Limerick. She holds a PhD from the University of Cambridge and as a Fulbright Scholar spent the year 14/15 at Teachers College, Columbia University and New York University. Previous positions held include Research Fellow at Dublin City University, Primary Teacher, and Arts and Education Officer at 'The Ark- a cultural centre for children' in Dublin. Ailbhe has led numerous professional development courses and is actively involved in community projects which includes directing the MIC Children's Choir. She regularly publishes in international journals, handbooks and edited volumes on music, arts and teacher education. Her first monograph, Communities of Musical Practice, was published by Routledge in 2016.

Andrew King studied Music at the University of Huddersfield, a Doctorate of Philosophy at the University of Northumbria, is a Fellow of the Higher Education Academy, and Head of Music at the University of Hull. He was the Deputy Dean then Associate Principal of the University of Hull between 2009 and 2013. He is editor of the Journal of Music, Technology & Education. His research interests examine the use of technology in the music curriculum. He is particularly interested in the recording studio with an emphasis on the phenomenological aspects of production. He has worked as a professional recording engineer for the BBC.

Eleni Lapidaki is Professor of Music Education, Music Department, Aristotle University of Thessaloniki (Greece). After piano studies at the State Conservatory of Thessaloniki and the Hochschule für Musik, Freiburg (Germany), she received a law diploma from the Aristotle University of Thessaloniki, a master of music education from the School of Music, Ohio State University, and a Ph.D. in music education from the School of Music, Northwestern University. Her doctoral dissertation was awarded "Outstanding Dissertation Award of the Year" by the Council for Research in Music Education (USA). Her research concerns a closer examination of interactions among philosophies of music education, music creativity, higher arts education, and social justice. She serves on the editorial boards of Music Education Research and the International Journal of Music Education. She is the founder of the interdisciplinary research project C.A.L.M. (Community Action in Learning Music). She is a recipient of the Award for Academic and Scientific Excellence in Greek Universities.

Felicity Laurence is founder and former director of the master's program in music and education at Newcastle University, UK, and has a long international career as teacher, composer (both commissioned and with assignments as composer-in-residence), and children's singing specialist. Her work is underpinned by the principles of children's inherent musicality, and their likewise innate senses of quality and of empathy. Her research explores conceptual resonances between musicking and empathy, both within children's school music education, and within intercultural contexts, and includes attention to children's voice and agency. Her published work includes musical compositions, and texts about children's singing, music and empathy, and musicking in the context of peace building.

Samuel Leong (Ph. D) is Professor and Deputy Director (Academic Programmes & Educational Innovation) at The Hong Kong Academy for Performing Arts. He has served as Director of the UNESCO Observatory for Research in Local Cultures and Creativity in Education, Director of Research for the International Drama/Theatre Education Association, and Professor of Interdisciplinary Arts at the Education University of Hong Kong. A contributor to over 100 publications, including the Journal of Computer Assisted Learning, Educational Psychology, Routledge International Handbook on Intercultural Arts Research, and Technology, Pedagogy and Education, his recent research projects focus on Chinese creativity and innovative technology-enhanced pedagogy for the performing arts.

Bo Wah Leung is currently Professor and Head of the Department of Cultural and Creative Arts, and Associate Dean (Quality Assurance & Enhancement) of the Faculty of Liberal Arts & Social Sciences at The Education University of Hong Kong (EdUHK). He received the prestigious Musical Rights Award from the International Music Council and the Knowledge Transfer Award from the HKIEd in 2012 for his leadership in a research project entitled "Collaborative Project on Teaching Cantonese Opera in Primary and Secondary Schools". His Chinese book, Teaching Creative Music Making: New trend for the new century (Excellence Pub., 2005), is Hong Kong's first publication of creativity in music teaching and learning. A revised version of this book has been published in Beijing tackling the music curriculum reform of mainland China (People's Music Publisher, 2014). His edited book, Creative Arts in Education and Culture: Perspectives from Greater China (Springer, 2013) features the development of creative arts in the transforming region influencing the globe. Professor Leung is at present Board Member of Asia-Pacific Symposium for Music Education Research (APSMER), co-editor of the eminent International Journal of Music Education and Asia-Pacific Journal for Arts Education. He was elected thrice as a Board Member of the International Society for Music Education (ISME), and was the Chair of the Music in Schools and Teacher Education Commission, and Co-chair of the Research Commission of ISME.

Alagi Mbye is a Jali, born to be musician, in the casted system of the Mandinka culture in Gambia. He has been involved in the development of the course "Studies in the music of a foreign culture - Gambia" at the Malmö Academy of Music, since the very beginning in 1991, and has a deep experience of cultural exchange through a wide range of projects. In 1998 he opened Maalis Music School in Nema Kunku, a little village in Gambia. This school is unique, since it is open to all children, not only those belonging to a Jali family. He is an excellent kora player, who blends his traditional knowledge with a strong vision to change and thereby make his heritage sustainable in a modern world. He regularly tours in Sweden and Norway and has made CD recordings with some of the leading folk musicians in Scandinavia.

Gary E. McPherson studied music education at the Sydney Conservatorium of Music, before completing a master of music education at Indiana University, a doctorate of philosophy at the University of Sydney, and a Licentiate and Fellowship in trumpet performance through Trinity College, London. He is the Ormond Professor and Director of the Melbourne Conservatorium of Music at the University of Melbourne, and has served as National President of the Australian Society for Music Education and President of the International Society for Music Education. His research interests are broad and his approach interdisciplinary. His most important research examines the acquisition and development of musical competence, and motivation to engage and participate in music from novice to expert levels. With a particular interest in the acquisition of visual, aural and creative performance skills he has attempted to understand more precisely how music students become sufficiently motivated and self-regulated to achieve at the highest level.

Ross Purves is now deputy programme leader for the BA (Hons) Education Studies degree at De Montfort University, Leicester UK. He teaches modules in music and arts education, educational computer programming and technology. At the time when his contribution to this volume was written, he was Joint Course Manager for Music at a large 16-19 college and also served as Subject Coordinator for Music on a secondary school-based initial teacher education programme. His research interests relate to the use of geospatial analysis to assess musical and educational inclusion. He is also interested in the history of English instrumental teaching, teacher education and the early careers trajectories of teachers. Publications embracing musicians' and teachers' professional development, music technology education and aspects of human-computer interaction have appeared in journals including the British Journal of Educational Research, the British Journal of Educational Psychology, Issues in Technology and Teacher Education and the Bulletin of the Council for Research in Music Education. Ross has presented research at many European education conferences and is an experienced performing musician and arranger. He currently serves on the Teachers Section Committee for the UK Musicians' Union.

Tal-Chen Rabinowitch studied Psychology and Musicology at the Hebrew University of Jerusalem, as well as Performing Arts at the Jerusalem Academy of Music and Dance (specializing in the flute). She has a Master's degree in Music Cognition from the Hebrew University of Jerusalem, and a Ph.D. in Music from the University of Cambridge, where she studied the relationship between music and empathy, demonstrating that regular participation of children in musical group interaction sessions can potentially increase their capacity for emotional empathy. She is currently a postdoctoral fellow at the Institute for Learning & Brain Sciences, at the University of Washington. Her research examines the connections between music, synchrony and emotional and social interaction in toddlers and young children.

S. Alex Ruthmann studied music and technology at the University of Michigan, Ann Arbor, before completing M.M. and Ph.D. degrees at Oakland University in music education. He is Associate Professor of Music Education and Music Technology, and Director of the Music Experience Design Lab (MusEDLab) at NYU Steinhardt in New York City, where he teaches graduate and undergraduate courses at the intersection of music education, technology, design, and entrepreneurship. He is a Past President of the Association for Technology in Music Instruction and Past Chair of the Creativity special research interest group of the Society for Research in Music Education. He currently serves as Associate Editor of the Journal of Music, Technology and Education, and on the editorial/advisory boards of the British Journal of Music Education and the Journal of Popular Music Education. He is co-editor of the Oxford Handbook of Technology and Music Education, and co-editor of the Routledge Companion to Music, Technology, and Education. His current research explores the collaborative design of new technologies and experiences for music making, learning and engagement.

Eva Sæther is professor in Music Education with Educational Sciences as profile. With a musical point of departure in Swedish traditional fiddle music, she has developed a research profile that focuses on intercultural perspectives on musical learning and creativity(ies). In 2003 She defended her doctoral thesis "The Oral University. Attitudes to music teaching and learning in the Gambia" - a research project that laid the foundation for further development of musically informed research methods. Further research interests are social sustainability and collaborative learning. She teaches educational sciences at the music teacher education program, and supervise students at graduate, master and PhD levels. Since 2010 she coordinates the master courses in music education. Her international experience covers participation in international research projects and active involvement in International Society for Music Education (ISME) and the Music in Schools and Teacher Education Commission, where she was one of the commissioners (2008 - 2014). She has been active in the international network Cultural Diversity in Music Education (CDIME) since its origins in the network Teaching World Music. Since 2015 she is docent at University of the Arts, Helsinki, and member of The International Advisory Board in the project "Global Visions Through Mobilizing Networks".

Jonathan Savage is a Reader in Education at the Institute of Education, Manchester Metropolitan University. He has a Ph.D. in Musicology from the University of East Anglia. He is currently working on the Innovative Technologies for an Engaging Classroom (iTEC) project, the largest pan-European test of learning and teaching scenarios using ICT in more than 1,000 classrooms in 12 countries. His research interests include implementing new technologies in education, cross-curricular approaches to teaching and learning, creativity and assessment. He is also Managing Director of Ucan.tv (www.ucan.tv), a not-for-profit company that produces educational software and hardware including Sound2Picture, Sound2Game and Hand2Hand. Free moodle courses are available at www.ucan. me.uk. Jonathan runs an active blog at www.jsavage.org.uk and can be followed on Twitter @jpjsavage.

Reza Shayesteh was born in Teheran 1961 and lives in exile since 1984. During the last 15 years he has been teaching Persian music in Malmö, after having studied in the traditional way from Persian masters. He teaches a wide range of different instruments: tar, setar, taf, tanboor, santour, tonbak, kamanche and song. He started and leads the music school at the Iranian-Swedish association, but his expertise is also being used at the Malmö Academy of Music, where he contributes as a guest teacher at the folk music department and in intercultural projects. Reza Shayesteh plays an important role in the multicultural music life of Malmö. He is an active musician in Orient Flames ensemble, World Mix Orchestra, Malmö Symfoniorkester, the Middle Eastern ensemble and Gol Riz ensemble.

Petros Stagkos is Professor of European Law (Jean Monnet Chair of Human Rights), Faculty of Law, Aristotle University of Thessaloniki, and member of the European Committee of Social Rights, Council of Europe, Strasbourg (France). He holds a graduate diploma from the School of Law, Aristotle University of Thessaloniki, a postgraduate diploma (Diplôme d'Études Supérieures) in public law and a doctorate (Doctorat d'État) in law from the Faculty of Law, Dijon University (France). His publications focus on the thematic areas of the European and Greek law of fundamental rights and European and national anti-discrimination law. He is senior expert of the Greek branch of legal experts network in the EU Fundamental Rights Agency, Vienna. He is a member of the interdisciplinary team of the research project C.A.L.M. (Community Action in Learning Music) that aims to democratize music education through an ongoing process of communal engagement between the university and "high-risk" schools.

Matthew D. Thibeault studied music education and psychology at Florida State University before completing M.A. and Ph.D. degrees at Stanford University in Curriculum Studies in Arts Education. He is Associate Professor of Music Education at the Education University of Hong Kong. In 2012-13 He was a Faculty Fellow at the Illinois Program for Research in the Humanities, and in 2013 he was named Outstanding Emerging Researcher by the Suncoast Music Education Research Symposium at the University of South Florida. He is also chair of the Philosophy Special Interest Research Group for the National Association for Music Education (USA). Thibeault is on the editorial board for numerous journals and publishes widely in the areas of technology, media, and participatory music. He previously taught in public schools as K-3 music specialist for the Portola Valley School District, at the School of the Arts in San Francisco, and at a University Laboratory school in Toyama, Japan.

Evan S. Tobias studied music education at the Crane School of Music at State University of New York, Potsdam, before completing M.M. and Ph.D. degrees in music education at Northwestern University. He is Assistant Professor of Music Education at Arizona State University, where he teaches both undergraduate and graduate courses and heads the Consortium for Digital, Popular, and Participatory Culture in Music Education, which he founded in 2009. He also serves as a faculty member of the Herberger Institute for Design and the Arts Digital Culture Initiative. Prior to his appointment at ASU, he taught a technology in music education course at DePaul University and middle school instrumental and general music in New York. His research focuses on creative uses of technology, issues of social justice, expanding beyond traditional music curricula, and approaches to integrating popular culture and music in music classrooms.

Carole Waugh completed her doctorate study at the Faculty of Education, University of Cambridge. Her research focused on how teachers use student consultation strategies to inform the development of their classroom assessment practices. Her research interests lie in exploring students' and teachers' use of classroom assessment, with particular emphasis on their use of assessment of learning strategies when preparing for high stakes summative testing in the 14-19 sector. She currently works for a leading assessment body and has particular interest in the assessment of twenty first century skills. Prior to this she worked as a classroom teacher for seventeen years.

Graham F. Welch holds the University College London (UCL) Institute of Education Established Chair of Music Education. He is elected Chair of the internationally based Society for Education, Music and Psychology Research (SEMPRE), a former President of the International Society for Music Education (ISME), and past co-chair of the Research Commission of ISME. Current Visiting Professorships include the Universities of Queensland (Australia), Guildhall School of Music and Drama, and Liverpool (UK). He is an ex-member of the UK Arts and Humanities Research Council's (AHRC) Review College for music and has been a specialist consultant for Government departments and agencies in the UK, Italy, Sweden, USA, Ukraine, UAE, South Africa and Argentina. Publications number over three hundred and fifty and embrace musical development and music education, teacher education, the psychology of music, singing and voice science, and music in special education and disability. Publications are in English, Spanish, Portuguese, Italian, Swedish, Greek, Japanese and Chinese.