Monday, February 21, 2011

Lecture: Cultural Translation and Music Education

Music Education Special Interest Group


Research Seminar Announcement


Cultural Translation and Music Education


Professor David Hebert

Grieg Academy, Bergen University College, Norway


Tuesday 5th April


2.30 – 3.30


Room 736


Further details from Lucy Green,


All are welcome





Cultural translation has emerged in recent years as an interdisciplinary field concerned with the process of translating meanings across cultural differences and the cultivation of intercultural understanding. Theories and concepts from this field may have implications for music educators, and research findings from music education may also offer new insights to the field of cultural translation. This discussion will be of particular interest to educators grappling with approaches to the teaching of music from diverse origins to students from diverse backgrounds.


David G. Hebert has recently accepted a permanent position as Professor of Music Education with the Grieg Academy, Bergen University College, Norway. He previously worked for universities in the USA, Japan, Finland, Russia, and New Zealand. Chair of the Historical Ethnomusicology special interest group of the Society for Ethnomusicology, his writings appear in 20 academic journals and such books as De-Canonizing Music History, Music Education for Changing Times, Music of Japan Today, Cultural Translation: Research on Japanese Literature in Northern Europe, Sociology and Music Education, and Multicultural Perspectives in Music Education.

Wednesday, February 16, 2011

Mellon Postdoctoral Fellowship and Temporary Lectureship

Salary for Mellon Fellowship: £27,319 - £35,646
Salary for Temporary Lectureship: £36,715

Applications are invited for two two-year, fixed-term posts at the
Faculty of Music, University of Cambridge: a MELLON POSTDOCTORAL
requiring a PhD by this date) and a TEMPORARY LECTURESHIP IN ANY AREA
OF MUSIC STUDIES (starting 1 January 2012).

Successful applicants will undertake research, teaching (including
lectures, seminars and/or small-group teaching) and some
administrative duties. Further information is available at

Application deadline: Monday 14 March 2011.
The University is committed to Equality of Opportunity.

Tuesday, February 15, 2011

IoE vacancies: Research Assistant, Grade 6 (0.6 of full-time) / Research Officer, Grade 7 (0.6 of full-time)


University of London


Department of Arts and Humanities

Faculty of Children and Learning


The Institute of Education (IOE) is a world-leading centre for education research and teacher development located in the heart of London.


The Department of Arts and Humanities wishes to recruit two researchers to work on a project entitled Ear-playing in the Instrumental Lesson: An Approach Based on Popular Musicians' Learning Practices, funded by the Esmée Fairbairn Foundation. The main duties will be to organise and administrate practical aspects of the project; collect qualitative and quantitative data via participant-observation, interviews and questionnaires; and analyse data. The Research Officer (Grade 7) will also be involved in the design of data-collection tools. Both posts will require you to have excellent organisational and communication skills, and the ability to work both independently and as part of a team.


Research Assistant, Grade 6 (0.6 of full-time)

Ref: 6AC-CLAH-5038

Salary in the range of £24,274 - £28,985 per annum (pro-rata), plus £2,323 London Allowance (pro-rata)

Fixed term appointment from 1 September 2011 to 31 August 2012

You will have a first degree in a relevant subject, and preferably will have a PhD, or be near to completing one. You will also have experience of teaching and learning in formal instrumental and/or vocal music lessons and will have experience of collecting and analysing qualitative data in complex settings, ideally involving the teaching and learning of music.


This appointment will be subject to an enhanced CRB Disclosure              


Research Officer, Grade 7 (0.6 of full-time)

Ref: 7AC-CLAH-5037

Salary in the range of £29,854 - £35,647 per annum (pro-rata), plus £2,323 London Allowance (pro-rata)

Fixed term appointment from 1 September 2011 to 31 August 2012

You will have a PhD in a relevant subject and have experience of teaching and learning in formal instrumental and/or vocal music lessons. You will also have experience of designing data-collection tools, and collecting and analysing both quantitative and qualitative data in complex settings, ideally involving the teaching and learning of music.


This appointment will be subject to an enhanced CRB Disclosure              


Closing date: 28 February 2011


To apply online please visit or tel 020 7612 6159



We positively encourage applicants from all sections of under-represented communities

Monday, February 14, 2011

Jazz and national identities conference, Amsterdam, September 2-4 2011, CFP

Rhythm Changes: Jazz and National Identities

2-4 September 2011, Amsterdam

The first Rhythm Changes conference will take place in September 2011
and will be hosted in partnership with the Conservatory of Amsterdam.
The three-day conference will explore the theme of 'Jazz and National
Identities' and will include presentations from an international line up
of jazz researchers.

Conference outline

Throughout its history, jazz has played an important part in discourses
about national identity, politics and cultural value; indeed, the music
continues to play a complex role in the cultural life of nations
worldwide. Within this context, jazz is an ideal cultural form from
which to explore a number of critical questions bound up with national
identity, from the development of national sounds and
ensembles to the politics of migration and race, from the impact of
globalisation and the hybridisation of musical styles to the creation of
social institutions and distinct communities, from jazz's shifting
aesthetic status from popular to canonical 'art' music.  Jazz has
developed in a range of national settings through different influences
and interactions, so is ideally placed to explore wider issues
surrounding identity and inheritance, enabling unique perspectives on
how culture is exchanged, adopted and transformed.

Call for papers

Rhythm Changes is a three day multi-disciplinary conference that brings
together leading researchers in the fields of jazz studies, media and
cultural studies.  The Conference committee invites papers and panel
proposals that feed into the Conference theme and is interested in
featuring perspectives from a range of international contexts.  Although
not restricted to specific themes, possible topics could include:

*       National identity and jazz
*       Trans-national or post-national jazz sounds
*       Jazz nationalism and nationalistic movements
*       The musical McDonalds?  Jazz and the politics of globalisation
*       Migration and trans-cultural exchange
*       Jazz as quintessentially American music
*       Media dissemination and the spread of jazz culture
*       Jazz as classical, folk or popular music
*       Venues, festivals and the dynamics of culture
*       Jazz and the cold war
*       Exploring sonic identities (African American, the Nordic Tone,
South African jazz)
*       Jazz and 'frontier' myths
*       National jazz criticism
*       Jazz in urban and rural spaces
*       Interrogating the 'Afrological' and 'Eurological'
*       Jazz racisms, censorship and propaganda
*       Cultural memory and jazz
*       National ensembles and/or trans-national collectives
*       Postcolonial settings for jazz
*       Origins, mythology and the construction of jazz history
*       Modernism, postmodernism and jazz

The Conference committee welcomes individual papers and proposals for
panels and round table discussions.  For individual papers, abstracts of
no more than 300 words should be submitted.  Panels and round table
proposals should include a session overview, participant biographies and
description of individual contributions.  Abstracts and proposals (as
well as event queries) should be sent to Professor Walter van de Leur ( <>  ) by 25 February 2011.

Keynote Speakers

Professor Bruce Johnson (Universities of Macquarie, Turku and Glasgow)

Professor Ronald Radano (University of Wisconsin-Madison)

Conference Committee

Nicholas Gebhardt (University of Lancaster), George McKay (University of
Salford), Walter van de Leur (Conservatory of Amsterdam and University
of Amsterdam), and Tony Whyton (University of Salford).

Rhythm Changes is a HERA EUFP7 project: <>

Thursday, February 10, 2011

Professor Welch on BBC The Other One Show (National Sing Up day)

School singing 'can boost children's well-being'

Singing in school can make children feel more positive about themselves and build a sense of community, research based on 10,000 children suggests.

An evaluation by the Institute of Education of England's national singing programme, Sing Up, found a clear link between singing and well-being.

It also found that children who took part in the programme had a strong sense of being part of a community.

But it is not clear that the scheme will be fully funded in future.

The Sing Up scheme supports schools to increase singing in choirs, lessons and individually, and provides a range of resources to help.

The Institute of Education's independent three-year study, commissioned by the Sing Up programme, is based on data collected from 9,979 children at 177 primary schools in England.

It said: "A clear inference may be drawn that children with experience of Sing Up are more likely to be advanced in their singing development and to have a positive self-concept," the study said.

It also found that Sing Up children were up to two years ahead in their singing development than those of the same age who did not take part in the programme.

Composer Howard Goodall, the National Singing Ambassador, said: "These findings are gold dust for head teachers. We've always maintained that singing, alongside its brain-training benefits, can help children to grow in confidence and create stronger communities and now we're able to prove it with hard evidence."

The research comes just days after ministers said they were safeguarding the funding of music in schools at the present level for one year ahead of a major funding shake. But there are no guarantees on music funding after 2012.


And some councils could see music budgets cut by up to 10% next year.

The £10m a year Sing Up scheme was only funded until the end of 2011, but ministers said on Monday they would provide some funding to enable it to continue.

A spokesman for the Department for Education said: "We know that schools and teachers value the resources provided by Sing Up, that is why the government will provide some funding for 2011-12 to enable a sustainable future for Sing Up to be developed."

However the Department for Education has not made clear how much it will provide.

The announcement on the future of the Sing Up programme was in response to the Henley Review of music which warned that music education in England's schools was still "patchy".

And it said there should be more opportunities for singing and playing musical instruments in schools, as well as efforts to bring professional musicians into the classroom.

Tuesday, February 8, 2011

Course: Function of the Singing Voice

KTH-course DT 211 V
Monday, August 8 - Friday, August 12, 2011
Application dates: February 21 - March 15 2011
No tuition Fee
contact: Johan Sundberg (

Monday, February 7, 2011

seminar: An exploration of music teacher socialization in the United States, Monday 14th February

Dr. Clint Randles, University of South Florida School of Music
Monday 14th February
12.30 – 1.30
Room 944

Further details from Lucy Green,

All are welcome


In this paper, I explore philosophically the possibility of a connection between music teacher socialization and the work of Joseph Campbell (1949) in comparative mythology. Campbell's "hero's journey," interpreted and applied by screenwriter Christopher Vogler (2007), provides a way of viewing the life of the apprentice music teacher as a process of ritual, following the theme of separation—initiation—return, where the protagonist leaves the ordinary world to enter a special world where adventure happens, followed by a return to the ordinary world in an altered—changed—state. This formulation is proposed to be akin to the struggles of the apprentice music teacher. I use illustrations of music teaching and learning experiences within the context of United States teacher education to illustrate the argument.

Biography of presenter

Clint Randles is Assistant Professor of Music Education at the University of South Florida School of Music. Randles teaches wind techniques at the undergraduate level, and courses in research in music education at the graduate level. His research interests include the intersection of motivation theory and creativity, and the exploration of the construct "creative identity." Randles has presented papers at state, national, and international conferences in the US, Egypt, Finland, and China. He has articles published in the Michigan Music Educator, Music Education Research International, Research Studies in Music Education, Arts Education Policy Review, and the Bulletin of the Council for Research in Music Education; articles forthcoming in the Journal of Music Teacher Education, Update: Applications of Research in Music Education, the International Journal of Music Education, and Music Educator's Journal; contributions to the Encyclopedia of the Sciences of Learning, to be published in 2011 by Springer Publishing; and a forthcoming book chapter on teaching guitar in the upcoming Engaging Practices: A Sourcebook for Middle School General Music by Rowman & Littlefield Publishing. Prior to his appointment at USF, Dr. Randles taught general music and band in the public schools of Michigan for nine years. He has written arrangements and original compositions that have been performed by both marching bands and children's choruses. Randles received his bachelor of music education degree from Grand Valley State University in Allendale, Michigan, and his Master of Music and Doctor of Philosophy in Music Education degrees from Michigan State University.

Tuesday, February 1, 2011

Piano Teaching Course




Purcell/EPTA (UK) Practical Piano Teaching Course
*Places available for the Course starting in October 2011*




to refresh and revitalise

Two of the biggest names in piano teaching, EPTA UK and The Purcell School, have joined forces to create a piano teaching course designed to make you both a better teacher and a better pianist. By refreshing the skills of existing practitioners as well as guiding and giving confidence to those new to the profession, the course will:

Cover all essential teaching skills and enable you to become a more proficient and inspiring piano teacher.

Enhance your craft as a pianist by learning from eminent pianists and teachers of international standing.

Result in the Certificate of the Practical Piano Teaching Course (Cert PPTC), a recognised piano teaching qualification.







"I'm now bursting with ideas and on such a high thanks to all I learnt over the weekend!"

"The best thing I have done in my life!"

Students' comments 2009-2010

Held over three residential weekends and four study Sundays (October-June) at The Purcell School, Bushey, Herts, the course benefits from outstanding facilities, easy accessibility by road and rail.

Successful course participants are awarded the CertPPTC (recognised and accredited by Reading University).

For those unable to attend the full course, six course days between February and June are open to everyone. These days, with their varied and inspiring programmes, are ideal CPD opportunities and act as taster days for those considering taking the full course.








To find out more please visit the new course website - or email Jane Hunt -



Planning your summer? Here's an exciting and dynamic course to refresh and inspire your music teaching & performing 25-29 July 2011

Planning your summer? Here's notice of

The exciting and dynamic practical psychology course

to refresh and inspire Music Teachers & Performers

25-29 July, by the sea, in Wales

Including step-by-step playing by ear and improvising, for fun and for teaching

(no previous experience necessary) and fresh approaches for dealing
with performance anxiety.

"Something new and valuable happens every time"  Course Participants

Tutor Lucinda Mackworth-Young

"A leading authority...a lightness of touch...very entertaining!"

Open to all instrumental and singing teachers, performers and
students, the course can be attended as a whole (recommended), or on a
daily basis.

Aiming to satisfy the interests and needs of everyone present, the
course heightens awareness of the energy or spirit in lessons and
performances, affirms and deepens you in your intuition, develops your
psychological understanding of what's needed for effective and
enjoyable lessons and performances, and offers a wealth of practical,
technical and musical tips -including step-by-step playing by ear and
improvisation. And there are performance opportunites.

There is also time to relax and explore the local coast and
countryside, listen to the daily lunchtime and evening concerts, swim
in the sea, and even learn Welsh Dancing!

Further details attached. Contact Lucinda Mackworth-Young 07850 912006

Lucinda Mackworth-Young MA GTCL is an experienced concert pianist and teacher.

She is also a pioneering consultant, lecturer and writer in psychology
for musicians.

Well known for her entertaining approach, shedding light on many of
the problems encountered daily and offering a wealth of tips, she puts
psychology into relevant and practical forms to refresh and inspire
music teaching, learning and performing.

One of her visions is for all who learn to feel able to play with full
bodied heart, soul and enjoyment, and no anxiety. Another is for all
to learn not only through note reading, but also by ear and through

She runs courses under her association, Music, Mind and Movement and
provides course work for the leading professional development courses
run by the Associated Board, the Incorporated Society of Musicians and
the European Piano Teacher's Association and was appointed EPTA UK's
Director of the Practical Piano Teaching Course in 2008.

She also writes extensively and has had many articles and chapters
published in Rhinegold, Faber, ABRSM and EPTA publications. Her highly
successful and readable book: "TUNING IN: Practical Psychology for
Musicians" was published in 2001.