Carlos R. Abril is Professor of Music and Associate Dean at the University of Miami Frost School of Music, where he teaches courses in equity, access, and diversity in music education, philosophy of music education, and general music methods. His body of research seeks to document visible and invisible barriers to the study of music in schools, as well as to illuminate ways to make the study of music more relevant and accessible. Abril's work is published in numerous research and professional journals, as well as in books. He co-edited the books Teaching General Music: Approaches, Issues, and Viewpoints and Musical Experiences in Our Lives: Lessons We Learn and Meanings We Make and has published music and instructional materials for World Music Press and McGraw-Hill's Spotlight on Music. Abril is the chair of the Society for Research in Music Education and has served on the Research Panel for the National Endowment for the Arts. He was recently honored with the Phillip Frost Award for Excellence in Teaching and Scholarship.
Brent M. Gault is Professor of Music Education and Interim Chair of the Music Education Department at the Indiana University Jacobs School of Music. He has taught elementary and early childhood music courses in Texas, Wisconsin, Connecticut, Pennsylvania, and Indiana. He specializes in elementary general music education, early childhood music education, and Kodály-inspired methodology. He also has training in both the Orff and Dalcroze approaches to music education. Gault has presented sessions and research at conferences of the American Orff-Schulwerk Association, Dalcroze Society of America, International Kodály Society, International Society for Music Education, Organization of American Kodály Educators, and National Association for Music Education. In addition, he has served as a presenter and guest lecturer for colleges and music education organizations in the United States, Canada, China, Ireland, and Singapore. He is the co-editor of Teaching General Music: Approaches, Issues, and Viewpoints and author of Listen Up! Fostering Musicianship Through Active Listening.
Carlos R. Abril is Professor of music education and associate dean at the University of Miami Frost School of Music, where he teaches courses in general music, philosophy, and cultural diversity and equity in music education. His research seeks to document barriers to the study of music in schools, as well as to illuminate ways to make the study of music more relevant and accessible. He co-edited the books Teaching General Music: Approaches, Issues, and Viewpoints (Oxford) and Musical Experiences in Our Lives (Rowman & Littlefield) and has published chapters and articles in numerous book and journals. Abril serves as Chair of the Society for Research in Music Education and on the Research Panel for the National Endowment for the Arts. He is recipient of the Phillip Frost Award for Excellence in Teaching and Scholarship.
Janet Revell Barrett is Professor of Music Education at the University of Illinois at Urbana-Champaign, where she teaches courses in philosophy, research methods, music teacher education, and interdisciplinary approaches to the music curriculum. She has authored numerous books, chapters, and journal articles on these topics, most recently the revised edition of Constructing a Personal Orientation to Music Teaching: Growth, Inquiry, Agency with Mark Robin Campbell and Linda Thompson (Routledge, 2021). At Illinois, Barrett holds the Marilyn Pflederer Zimmerman Chair and serves as editor of the Bulletin of the Council for Research in Music Education.
Sarah J. Bartolome is associate professor of music education at Northwestern University and Associate Director of the Evanston Children's Choir. Her research addresses children's musical cultures, World Music Pedagogy, the culture of music participation globally, and gender expansiveness in music education. A former Fulbright Scholar in Lithuania, she has completed fieldwork in South Africa, Zimbabwe, Ghana, Sierra Leone, and Panama. Dr. Bartolome is the author of World Music Pedagogy V: Choral Music Education (Routledge, 2019) and currently serves as Chair of the Society for Ethnomusicology's Education Section and on the Editorial Board of the Journal of Research in Music Education.
Loneka Battiste is assistant professor of music education at the University of Tennessee, Knoxville. Drawing on 12 years of experience teaching children in school and community settings, she now teaches elementary general and middle school choral methods and graduate courses in music education. In 2019, she completed a Fulbright Fellowship at Universidade Federal de Pernambuco (UFPE) in Recife, Pernambuco, Brazil where she studied coco, a musical tradition of the Brazilian northeast, gave lectures on African American musics and culturally responsive teaching, and formed a gospel choir. Her scholarly interests include equity and inclusion and culturally responsive teaching in music education.
Amy Beegle is associate professor of music education and Orff Schulwerk course director at the University of Cincinnati College-Conservatory of Music. Her research interests include improvisation instruction, multicultural music education, music education during times of crisis, and the growth of pre-service teachers. She has presented her work nationally and internationally, and her work has been published in the Journal of Research in Music Education, the Journal of Historical Research in Music Education, the Music Educators Journal, the Orff Echo, and the Kodály Envoy. She is co-author of World Music Pedagogy, Vol II: Elementary Music Education (Routledge).
Nyssa Brown is an international music education consultant with Music Ed Forward. Nyssa specializes in empowering educators to design curriculum that is inquiry-based, conceptual, and community-specific. She has facilitated student learning for 20+ years, in addition to presenting and consulting with teachers from six continents. Nyssa was one of ten finalists for 2004 Minnesota Teacher of the Year and received a prestigious Milken Educator Award in 2004 from the Milken Family Foundation. Nyssa served as a Grade 3-5 sub-committee member in the development of the National Core Arts Standards. She empowers educators to envision what is possible in music education.
Nathan Buonviri is Associate Professor of Music Education at Temple University in Philadelphia, Pennsylvania. His primary research interests include aural skills pedagogy, music teacher training, and instrumental music. Dr. Buonviri has published numerous articles in the top research journals in music education and has published two books, Building Better Dictation Skills and The Subtle Side of Teaching. He serves on the editorial review board of the Journal of Research in Music Education and is Contributing Editor for Percussion for The Instrumentalist.
Ann Clements is Professor of Music Education at Penn State University. An active researcher, musician, and pedagogue, she has given over 150 keynotes and presentations throughout the United States and around the world. She is published in multiple national and international journals and is the author and editor of multiple books in her field including Field Guide to Student Teaching in Music, Alternative Approach in Music Education: Case Studies from the Field, and Popular Music Pedagogies: A Practical Guide for Music Teachers. She serves as Penn State University's Assistant Vice Provost of Faculty Affairs - Faculty Development, where she oversees the advancement of over 6,400 full time faculty members.
Brent M. Gault is professor of music education at the Indiana University Jacobs School of Music. He has served as a presenter and guest lecturer for colleges and music education organizations in the United States, Canada, China, Ireland, and Singapore. He is the author of Listen Up! Fostering Musicianship Through Active Listening (Oxford, 2016), and the co-editor of Teaching General Music: Approaches, Issues, and Viewpoints (Oxford, 2016).
Warren Gramm is currently the Manager of Program Outreach for Little Kids Rock, an online instructor at Thomas Edison State University, and the Journal Administrator for the Journal of Popular Music Education. His areas of research include peer mentoring, modern band, student agency, teacher as facilitator, and student autonomy. Dr. Gramm is interested in the intersections of theory and practical pedagogies that inform students and educators alike. Warren has published on modern band and has other works in press for peer-reviewed journals. His presentations include state music education conferences and guest lectures at multiple higher education institutions.
Karen Howard is Associate Professor of Music at the University of St. Thomas. Her research focuses on matters of diversity and equity, and anti-racism in music education. Karen is the author of World Music Pedagogy: Secondary School Innovations, First Steps in Global Music, and Dance Like a Butterfly: Songs from Liberia, Senegal, Nigeria and Ghana. Karen is the founder and editor of the series World Music Initiative which seeks to uplift marginalized and underrepresented cultures and genres in music education.
Marja-Leena Juntunen is Professor of Music Education at the Sibelius Academy, University of the Arts Helsinki, Finland. She is also a Dalcroze practitioner. Her research is in music education, including topics of embodiment, embodied learning, Dalcroze approach, narrativity, assessment, curriculum, and teachers' visions. Recently, she has worked as a researcher and group leader in ArtsEqual research initiative (2015-2021). She has published widely in international research journals and is a contributor to various anthologies. She has also published teaching materials and textbooks. She has served as an editorial board member, guest editor, and review reader in several research journals.
Michele Kaschub is Professor and Director of music teacher education at the University of Southern Maine. Her primary work addresses music composition pedagogy and teacher development. She is co-author of Minds on Music: Composition for Creative and Critical Thinking, Experiencing Music Composition in Grades 3-5, and Experiencing Music Composition in Middle School General Music; co-editor of Composing Our Future: Preparing Music Educators to Teach Composition and Promising Practices in 21st Century Music Teacher Education; and editor of the Oxford Handbook of Music Composition Pedagogy. Michele currently serves as Past Chair & Academic Editor of the Music Educators Journal.
Jacqueline Kelly-McHale is Associate Professor and Director of Music Education at DePaul University in Chicago, IL. Kelly-McHale's research focuses on culturally responsive teaching in K-12 music classrooms, the role of social justice in music teacher education programs, and composition in K-12 classrooms. Her work has appeared in the Journal of Research in Music Education, Update: Applications of Research in Music Education, Music Educators Journal, and the Mountain Lake Reader. Kelly-McHale previously served on the editorial board for Update: Applications of Research in Music Education, and as an executive board member for the Illinois Music Education Association.
Una MacGlone, a lecturer at the Royal Conservatoire, has research interests in improvisation, pedagogy and social and wellbeing effects of creative music-making. She is co-editor of an anthology: Expanding the Space for Improvisation Pedagogy (2019), published by Routledge as well as authoring many journal articles. Her research uses person-centred and mixed-methods approaches to develop understandings of creativity and interdisciplinary settings. She is an experienced creative educator, particularly with Early Years and individuals with an Additional Support Need. She has an international profile as an improvisation teacher and has given workshops and lectured across Europe and North America.
Andrew S. Paney is Associate Professor of Music at the University of Mississippi. His research interests include aural skills instruction, technology in learning, and teaching primary music. He publishes in top journals in music including Journal of Research in Music Education, Psychology of Music, and International Journal of Music Education. He is currently President of the Southern Division of the Organization of American Kodály Educators, President of Kodály Mississippi, President of the Eta Nu Chapter of PKL Honor Society, and serves on the editorial review board of the Kodály Envoy.
Kat Reinhert is an accomplished performer, songwriter, voice teacher, and educator living and working in New York City. Her research focuses on popular music education, songwriting, and contemporary voice pedagogy. She has released five independent albums, has published in the Journal of Popular Music Education and The Bloomsbury Handbook of Popular Music Education. She is also co-author of Songwriting for Music Educators (F-Flat Books). Dr. Reinhert is the current President for the Association for Popular Music Education.
Gareth Dylan Smith is Assistant Professor of Music (music education) at Boston University. His research interests include popular music education, drum kit studies, sociology of music education, and punk pedagogies. His publications include the 2013 monograph, I Drum, Therefore I Am (Ashgate), Magical Nexus: A Philosophy of Playing Drum Kit (Cambridge), and Sociology for Music Teachers, second edition (Routledge) with Hildegard Froehlich. Gareth is a founding editor of the Journal of Popular Music Education, past president of the Association for Popular Music Education, a board member of the International Society for Music Education, and an active drummer.
Katherine Strand is the Dottie Sink Sykes Distinguished Professor in the Hayes School of Music, Appalachian State University. Her areas of interest include composition pedagogy, curriculum analysis and critique, and musical identity. In addition to authoring several book chapters and co-editing Musicianship: Composing in Choir, Katy has articles in the Music Educators Journal, Teaching Music, General Music Today, Journal of Research in Music Education, Bulletin of the Council for Research in Music Education, Journal of Music Teacher Education, Philosophy of Music Education Review, and Music Education Researcher. She currently serves on the editorial board of General Music Today.
Martina Vasil is Associate Professor of Music Education and division coordinator for the Department of Music Education and Music Therapy at the University of Kentucky. Research interests include popular music education, Orff Schulwerk, and graduate student mentoring. Martina has published in the International Journal of Music Education, Journal of Music Teacher Education, UPDATE: Applications of Research in Music Education, and General Music Today. She is president of the Association for Popular Music Education, serves on the editorial board of The Orff Echo, and is a coordinator for the Mountain Lake Colloquium for Teachers of General Music Methods.
Kari K. Veblen serves as research associate professor emeritus of music education at Western University in London, Ontario, Canada. Research interests include community music networks, traditional transmission, lifespan music learning, vernacular genres, interdisciplinary curriculum, musical play, and music learning in social media. Author, co-editor, and co-author of five books, 90 peer-reviewed works, and over 300 scholarly presentations, she has served on the ISME board, and as co-founder and board member of the International Journal of Community Music. Veblen's work on music learning in on-and-offline convergent music communities of practice is funded by the Social Science and Humanities Research Council of Canada.
