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, l.green@ioe.ac.uk

All are welcome

Abstract

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.

Fwd: Music SIG Seminar - An exploration of music teacher socialization in the United States

Music Education Special Interest Group

 

Research Seminar Announcement

 

An exploration of music teacher socialization in the United States

 

Dr. Clint Randles, University of South Florida School of Music

 

Monday 14^th February

 

12.30 – 1.30

 

Room 944

 

Further details from Lucy Green, l.green@ioe.ac.uk

 

All are welcome

 

 

Abstract

 

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.

Music Teacher Education in Brazil and the UK: Challenges and perspectives

Music Education Special Interest Group

Research Seminar Announcement

Music Teacher Education in Brazil and the UK: Challenges and perspectives

 

Professor Graham Welch, Institute of Education, University of London, UK; Dr. Sérgio Figueiredo, State University of Santa Catarina, Brazil; Dr. José Soares, State University of Santa Catarina, Brazil.

 

Thursday 16^th December 13.00 – 15.00

Room: 944

 

Abstract

In Brazil students have to follow a different route to become a music teacher to that of the UK. There are significant variations in the preparation of music teachers, both across and within individual programmes, and these are reflected in a range of trainee teachers experiences. It is a complex matter to make comparisons between the mechanisms that operate in different countries for several reasons, in particular the fact that Higher Education Institutions and educational systems in general can vary in a number of ways and are influenced by socio-economic factors, government policies and other external factors. However, an understanding of similar or contrasting features in the preparation of music teachers in Brazil and UK is of great value in tackling social, political and educational problems. The purpose of this seminar is to hold a debate on the current challenges that face prospective music teacher in Brazil and the UK. The seminar is organized as follows:

 

Time	Presenter	Information
13.00	Dr. Sérgio Figueiredo	Dr. Figueiredo will present an overview of Music Teacher Training Courses in Brazil. He will also discuss the implications of a new Law 11.769/2008, which stipulates that music should be a compulsory part of the syllabus in the school curriculum at all levels of basic education, and should serve to prepare new music teachers in Brazil.
13.30	Professor Graham Welch	Professor Welch will discuss significant concerns about music teacher education in England. He will present the pathways to become a music teacher in the UK.
14.00	Dr. José Soares e          Dr. Sérgio Figueiredo	Dr. Soares and Dr. Figueiredo will give a presentation on the preliminary results of a research project "Becoming a music teacher in Brazil". This is being carried out by the Music Education Research Group (MusE) and funded by the Coordination for the Improvement of Higher Education (CAPES), a department of the Ministry of Education, Observatory Program. The aim of the project is to identify the determinants factors that affect the process of becoming a music teacher in Brazil.
14.30-15.00	All presenters	Discussion

 

Biography of presenters

Professor Graham Welch

Professor Graham Welch holds the Institute of Education, University of London Established Chair of Music Education and is Deputy Dean of the Institute's Faculty of Culture and Pædagogy. He is elected Chair of the international Society for Education, Music and Psychology Research (SEMPRE) and president-elect of the International Society for Music Education (ISME). He also holds Visiting Professorships at the Universities of Sydney (Australia), Limerick (Eire), Helsinki (Finland) and Roehampton (UK). He has acted as a special consultant: (i) on aspects of children's singing and vocal development to the USA National Center for Voice and Speech (NCVS) in Denver and the Swedish Voice Research Centre in Stockholm and (ii) on aspects of educational and research development in the areas of arts and music education, curriculum and teacher development to the British Council in the Ukraine and Argentina, the Ministry for Education and Youth in the United Arab Emirates and the National Research Foundation of South Africa. Publications number over two hundred 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 primarily in English, but also in Spanish, Portuguese, Italian, Swedish and Chinese. Graham Welch is member of the editorial boards of the: Journal of Research in Music Education (JRME), Music Education Research (MER), International Journal of Music Education (IJME), Research Studies in Music Education (RSME), International Journal of Research in Choral Singing (IJRCS) and Psychology of Music (PsyMus).

 

Dr. Sérgio Figueiredo

Sérgio Figueiredo is Associate Professor at the State University of Santa Catarina, Brazil. He holds a PhD in Music Education at the Royal Melbourne Institute of Technology – RMIT University, Melbourne, Australia. He also holds a Master degree from Federal University of Rio Grande do Sul, Brazil. He is member of the editorial board of the Revista ABEM (Journal of Brazilian Society for Music Education). He has published in English, Spanish and Portuguese. His main areas of research interest include initial and continuing education of generalist and specialist music teachers, choral education and Philosophy of Music and Music Education. He is the coordinator of the Music Commission at the Ministry of Education in Brazil, specifically at INEP, for evaluation issues. He also is a member of the CNIC – a National Committee for Cultural Issues, at the Ministry of Culture, Brazil. He is a member of the ISME Research Commission, representing Latin America and Caribe. Currently he is the President of Honour of the Brazilian Society for Music Education (ABEM), being the president between 2005 and 2009.

 

Dr. José Soares

José Soares holds a PhD in Music Education at the Institute of Education, University of London. He also holds a Master degree from Brazilian Conservatory of Music, Rio de Janeiro, Brazil. He has presented in conferences in Brazil and abroad. He is a member of the editorial board of the Revista ABEM (Journal of Brazilian Society for Music Education). His main areas of interests include creativity, research methods and music teacher education. He is a lecturer at the State University of Santa Catarina. He is involved in the research project 'Becoming a Music Teacher in Brazil', funded by  the Coordination for the Improvement of Higher Education (CAPES), National Institute for Educational Studies Anísio Teixeira (INEP) and Secretariat for Continuing Education, Literacy and Diversity (SECAD).

Exchanging “Insider” Knowledge: Youth-Led Participatory Action Research in Music

Music Education Special Interest Group

 

Research Seminar Announcement

 

Exchanging "Insider" Knowledge: Youth-Led Participatory Action Research in Music

 

Dr. Susan O'Neill, Faculty of Education, Simon Fraser University, Canada

 

 

Tuesday 16^th November 2010; 12.30-1.30; Room 944

 

Further details from Lucy Green: l.green@ioe.ac.uk

 

All are welcome

 

 

Abstract

 

There is evidence that the involvement of young people as collaborators in the process of research contributes to the value and relevance of the information gathered. Young people, working within their own peer cultures, have a perspective that is not always easy for researchers and teachers to tap into. Yet, their "insider" knowledge can make an important contribution to curriculum initiatives and pedagogical approaches. This exploratory study draws on Participatory Action Research (PAR) frameworks and Inquiry-Based Learning (IBL) to engage young people, teachers, and researchers in a collaborative "Music Inquiry Project". The project provides learning opportunities for youth to reflect on themselves and the ways they engage with music at school. The study explores how we might use youth-led research to build and sustain a culture of "knowers" in the classroom that fosters an appreciation of local knowledge and the capacity to speak out about that knowledge. It examines a pedagogical approach that can act as a catalyst rather than a constraint for expanding equitable learning opportunities that are reflective, dialogical, collaborative, participatory, interactive, integrative, value-driven and strength-based. It also affords opportunities for young people to gain an understanding of the need for advocacy efforts aimed at changing attitudes and promoting positive youth music engagement and a thriving music culture in their school. 

 

 

Biography

 

Susan O'Neill is Associate Professor in Arts Education at Simon Fraser University in Vancouver, Canada. She is Director of Research for Youth, Music and Education (RYME) and Senior Editor of the Canadian Music Educators' Biennial Book Series, Research to Practice. She has published widely in music psychology and music education. She applies her multidisciplinary background (three separate graduate degrees in music, education, psychology) to the study of young people's artistic beliefs and values, youth-led participatory action research, and the impact of youth music engagement on motivation, identity, well-being, media literacy, and cultural understanding. As a flutist, she performs benefit concerts to raise awareness of social justice issues with her husband, pianist Yaroslav Senyshyn. One of their joint recitals was recently released on CD, Live at Von Kuster Hall (Platon Promotions). 

 

Representations of the feminine in Mozart’s Operas

You are all very welcome to attend the next seminar in the IMR's "Directions in Musical Research" series: 11 February 2010, 5.00pm Room G35, Senate House (South Block), Malet Street, LONDON WC1E 7HU Charles Ford (IMR) Chair: Eric Clarke (Oxford) The thought of the European, and most especially, the Viennese Enlightenment, is implicit within the chords, melodies, rhythms and textures of Mozart's music for his operas with Da Ponte – Le Nozze di Figaro, Don Giovanni and Così fan tutte. I will illustrate with recorded examples how the Enlightenment's understanding of sexuality -- identities, relationships and morality -- 'resounds' in this music. Women in these operas, apart from the soubrettes, are always distressed. They never sing out to the audience. Mozart's music revels in this distress, as I will show in one extraordinary recitativo accompagnato in Così fan tutte. Professor John Irving Director of The Institute of Musical Research

Music Education Special Interest Group / MA Study Day

Research Student Symposium As part of a joint Music Education SIG / MA Study Day, five research students, all working in the area of the sociology of music education, will give short presentations on their work-in-progress, with time for questions and discussion Everyone is welcome Date: Monday 15th February Time: 2.00 – 5.00 with a break Room: 944 Further details from: Lucy Green, l.green@ioe.ac.uk or Colin Durrant, c.durrant@ioe.ac.uk

PROGRAMME 2.00-3.30 The Gendering of Secondary Music Education Anna Green (ex-secondary Head of Music and full-time research student, IoE) Discussion surrounding the effect of gender upon the music curriculum, teaching and learning styles, and pupils' preferences has flourished during the last 20 years. This study consists of an empirical investigation into the practices and beliefs of secondary pupils and their music teachers in relation to the historical and theoretical concepts that underpin this domain. The main research question asks: To what extent is it reasonable to understand curriculum content and pedagogy in music education, as gendered? This issue is examined via a mixed–methods qualitative study, in a selection of comprehensive schools across England.

The guru-shishya relationship in Karnatic classical music training Sophie Grimmer (Professor of Singing, Trinity College of Music London, singer, and part-time research student, IoE) Many ethnomusicological studies suggest that despite the difficulties of maintaining certain aspects of traditional music-transmission processes in the ever-changing cultural landscape of modern India, musicians consider the unique communication between a master, or guru (who may be male or female), and a shishya (student), to be fundamental. Based on extensive field-work in India, this study explores the guru-shishya relationship across a range of participants in the South Indian Karnatic tradition of advanced solo vocal performance.

Music education in Kosovo: an overview of its socio-political context and influences Besa Luzha (National Music Curriculum Co-ordinator, Ministry of Education, Kosovo, Head of Music Teacher Training, University of Prishtina, and part-time EdD student, IoE) Kosovo has lately been referred to as the youngest country in the world, despite the fact that it has a long and fascinating history where freedom and national identity were the highest ranking goals and values. Music has long been a major source of national identity in the region. This paper gives an overview of the 'journey' of Kosovo towards becoming a 'state', and indentifies current challenges for music and music education in Kosovo's new social political context.

approx 3.30-4.00: BREAK

4.00-5.00 Exploring the social reproduction of traditional musical values and unequal musical opportunity in higher education in Ireland Gwen Moore Moore (Lecturer in Music Education, Mary Immaculate College, University of Limerick and part-time research student, IoE) This research explores the social reproduction of traditional musical values and unequal musical opportunity with reference to the experiences, backgrounds, values and beliefs of lecturers and students of music in Irish higher education. The study will explore procedure of admitting students onto music degree courses (audition, entrance tests) and the curriculum content in these courses. Research methods will include survey and semi-structured interviews of lecturers, and survey and focus group discussions with students. An adapted grounded theory approach to analysis will explore participants' attitudes to musical meaning, musical value, ideology, and social reproduction.

Sex and Drums and Rock 'n' Roll Gareth Dylan Smith (Lecturer, Institute for Contemporary Music Studies, London, drummer and part-time research student, IoE) What do you call a drummer without a girlfriend? Homeless! The world inhabited by kit drummers is one of jazz, popular music and musical theatre. It is home to informal learning, poor jokes and institutionalized sexism. This paper explores some of the issues affecting male and female drummers from the inherently biased perspective of a male drummer. The discussion is based upon data collected in interviews, questionnaires and the literature review undertaken as part of a PhD. Many girls play drums, but the professional circuit is populated almost entirely by men; must female drummers always choose between parenthood and a career? When nearly all drumming role models are men, it may be unreasonable to expect women to pick up sticks at all; should they try to sound like their male counterparts, or should they forge a new path? Maybe it would all be a lot easier if drum kit could be played 'side-saddle'.

Cremona Mondomusica 2009

Professor Welch presents at Cremona Mondomusica 2009

slides...

Creativity and Hybrid Genres in Music Education

Professor David G. Hebert, Sibelius Academy, Finland

Monday 15th June, 12.00 – 1.00, room: 944

Further details from Lucy Green, l.green@ioe.ac.uk

All are welcome

Abstract

Taking a cross-cultural and historical perspective, this seminar will consider how new music genres develop through creative hybridity and become institutionalized in educational systems. The process by which jazz, popular music and 'world music' genres are adopted, as well as the way their adaptation is rationalized, highlights ideological dimensions of schooling, and opens important questions regarding the ultimate objectives and outcomes of music education.

Biography

Professor David G. Hebert is a Visiting Research Scholar with the International Research Center for Japanese Studies (Kyoto) and Professor with the Sibelius Academy (Helsinki), where he mentors doctoral students and contributes to the departments of Music Education, Jazz Studies, Folk Music, and Music Technology. An instrumental music educator and ethnomusicologist, his previous academic positions were with Lomonosov Moscow State University (Russia), Tokyo Gakugei University (Japan), Te Wananga o Aotearoa (New Zealand), and Boston University (United States). His research, which intersects ethnomusicology and music education, is published (or forthcoming/in press) with 15 different refereed journals and 10 books.

To What Extent Can the Study of World Music Promote Children's Intercultural Understanding?

Professor Lily Chen-Hafteck, Kean University, NJ, USA

Date: Tues 3rd March

Time: 12.00 – 1.00

Room: 938

Further details from Lucy Green, l.green@ioe.ac.uk

All are welcome

Abstract

If music is an expression of culture, then to what extent can learning the music of an unfamiliar culture enhance understanding of the culture and its people? I have conducted a research study in which I introduced 250 children in New York city to a ten-week interdisciplinary program on Chinese music and culture. As a result of this program, the elementary children showed evidence of an increase in cultural and musical knowledge; higher motivation; a more positive attitude towards people from other cultures; and greater self-confidence for students from the minority cultures. As follow-up, I expanded the study to New Jersey, introducing the music and culture of Cuba in addition to those of China. In this talk, I will report on these research projects and discuss their implications for music education practice.

Biography

Lily Chen-Hafteck, PhD, is currently Associate Professor of Music Education and Assistant Chair of the Music Department at Kean University, NJ, USA. Originally from Hong Kong, she holds a doctorate in music education from the University of Reading in the UK and has held teaching and research positions at the University of Pretoria in South Africa, University of Surrey Roehampton in the UK and the Hong Kong Baptist University. Her research publications focus on early childhood music education, particularly cultural issues and children's singing. She serves on the editorial boards of the International Journal of Music Education, Asia-Pacific Journal for Arts Education, and the Music Education Research International. She is the chair of ISME (International Society for Music Education) Young Professionals Focus Group, a former member of its Board of Directors and former chair of its Early Childhood Commission.

Bridging the gap: Informal learning practices as a pedagogy of integration

Music Education Special Interest Group Research Seminar Announcement Bridging the gap: Informal learning practices as a pedagogy of integration

Dr. Heloisa Feichas, School of Music, Federal University of Minas Gerais, Brazil

Date: Tuesday 17th February Time: 12.00 Room: 944, Institute of Education

Further details from Lucy Green, l.green@ioe.ac.uk All are welcome

Abstract

Music courses at universities in Brazil have to deal with a huge amount of diversity in terms of students' backgrounds. The number of students with backgrounds and experience in popular musics has been increasing, which also means diversity in musical genres and styles. Consequently students have different expectations and motivations in their learning processes. The problem is how to deal with such diversity at the institution. How is the inclusion and integration of students with different backgrounds in the Music School system possible? Are the students, as well as the skills and knowledge embodied in their previous learning processes, respected and valued? To what extent does the Music School control what is to be taught and how to teach it, thus shaping all the students in the same mould? This presentation is about pedagogical strategies in Brazilian Higher Education, in which informal music learning practices help the integration of students with different backgrounds. These strategies encourage students' diversity and inclusion, and help to bridge the gap between the students' own musical practices and what they are expected to learn at the institution. This forms a pedagogy of diversity, inclusion, creativity and integration. Students have more autonomy and the teacher is a facilitator of the process so that the idea of partnership prevails. The pedagogical strategies will be illustrated through examples of aural training classes, which are compulsory for all the students at Music School.

Biography

Heloisa Feichas completed her PhD in Music Education at the Institute of Education, University of London, in 2006. Her thesis is entitled 'Formal and Informal Music Learning in Brazilian Higher Education'. She was awarded her Masters degree in Music Education at the same institution in 2000. She has a Bachelors in Piano from the School of Music of the Federal University of Minas Gerais (UFMG), Brazil, where she is currently a lecturer. She has presented papers in conferences, and given workshops about Brazilian popular music in Brazil and many other countries, including Canada, Germany, Cyprus, England, Holland and Norway. She has worked in cooperation with the Music School of Pitea from Lulea University in Sweden in 2004/2005. Currently she is starting partnerships with the Connect Project from the Guildhall School of Music and Drama, and the Boomtown project in Sweden. Heloisa has been working with music education for nearly 20 years in Brazil, teaching children, adolescents and undergraduate students, and exploring new teaching methods in which creativity, improvisation and popular music are key words.

Mapping of the Landscape of Piano Teaching and Learning

Dr. Cynthia Benson, Bowling Green State University USA / Institute of Education

Date: Tuesday 20th January
Time: 12.00
Room: 936
Further details from Lucy Green, l.green@ioe.ac.uk

All are welcome

Abstract

As multicultural music education encourages a broad perspective of musical understanding, the study and understanding of music instruction of different cultures, contexts, and places may provide insights to the nature of instruction while contributing to an understanding of diverse pedagogical styles. This could provide music teachers with a potential to expand repertoire of pedagogical techniques, gain understanding of own teaching practices, and broaden perspectives with knowledge in alternative practices. The purpose of my research project is to investigate piano teaching and learning in the UK. I will present an initial exploration of the range of teaching, research and performing activities, and non-teaching or performing responsibilities of piano teachers and the background, university experience, and future career aspirations of students in higher education in the UK

Biography of presenter

Dr. Cynthia Stephens Benson is Associate Professor and coordinator of group piano and piano pedagogy at Bowling Green State University, Ohio, USA. She is a chair of the Research Committee of the National Conference on Keyboard Pedagogy and has presented research at international, national and state conferences. Her articles have appeared in International Journal of Music Education, Bulletin for the Council of Research in Music Education, Update: Applications of Research in Music Education. Journal of Technology in Music Learning, American Music Teacher, Keyboard Companion, and Piano Pedagogy Forum. Her research interests include technology, studio and group piano instruction and teacher training, and cross-cultural comparison of styles and practices of piano instruction. Cynthia served as a foreign expert at Jimei University in Xiamen, Peoples Republic of China teaching group and studio piano. During her sabbatical this year, she is a Visiting Research Associate at the Institute of Education continuing an investigation of piano teaching and learning in different cultures and contexts

Research Seminar: The compositional identity of undergraduate music students

Presenter: Dr. Bruce Carter, Assistant Professor of Music Education,
University of Maryland, USA

Date: Thursday 4th December 08

Time: 12.30 – 1.30 pm

Room: 936

All are welcome

Abstract

The primary purpose of this study was to describe what comprises an
undergraduate compositional identity. Building upon recent research
investigating musical identities with a social psychological framework
(Macdonald, Hargreaves, & Miell, 2002), I examined the confluence
of socially based experiences that shaped four undergraduate
composers' lives.
Specifically, this study investigated the concept of undergraduate
compositional identity by examining the development, experience, and
compositional voice of undergraduate composers. This approach
parallels the research of Davidson (2002) which examines three primary
factors of musical identity development: (1) environmental factors,
(2) casual but frequent exposure to music and performance contexts,
and (3) role of key others. Students' compositional voice and style
illustrated their compositional development.

To provide a thorough depiction of the composers' experiences I
utilized both case study design and a narrative approach. Participants
in the study were traditional-aged undergraduates between 17-24 years,
enrolled as full time undergraduate composition majors at a small
Northeastern school of music. Semi-structured interviews,
correspondence with participants, and observations at the school site
were used for data collection. Data analysis included coding as well
as storyboard techniques to facilitate organization and presentation
of narratives and case studies.

Analysis of within case data revealed that the four undergraduate
composition majors were supported throughout their musical development
by accommodating home environments, consistent exposure to quality
musical experiences, and knowledgeable teachers and mentors.
Additionally, the composers' styles were constantly evolving and
fluid, shifting between personally held opinions of musical
expressions and the expectations of their composer-teachers.

Cross-case analysis revealed eight themes that prominently shaped the
participants' compositional identity: (1) support of family, (2) the
piano as a symbol, (3) view of self as performer, (4) pursuit of
multiple undergraduate degrees, (5) role of competition, (6) role of
sound sources and muses, (7) view of virtuosic writing, and (8) future
career goals. In sum, an undergraduate compositional identity was
subject to the tides of students' ever-evolving self-identities as
independent and expressive young people, subjugated to the push and
pull of the expectations surrounding a composition degree. Suggestions
for future research and implications for music education are provided.

Biography of presenter
Bruce Allen Carter, Ph.D. Assistant Professor of Music Education
University of Maryland, College Park

Bruce Carter, Ph.D. (Northwestern University), is assistant professor
of music education at University of Maryland, College Park. During the
past two years at the University, Bruce has taught a variety of
instrumental courses in addition to advising graduate research
projects concerning string pedagogy, composition, and creativity.
Before appointments at the university level, he taught elementary and
secondary strings as well the International Baccalaureate music
program in Fairfax County, Virginia. Having taught string orchestra
for seven years at multiple levels, Bruce has developed a number of
research interests in string pedagogy. Recently, he began exploring
issues of kinesthetic awareness and how the implementation of Dalcroze
Eurhythmics into elementary and middle school strings programs
benefits young string players. Additionally, he is exploring ways of
cross-pollinating musical pedagogies to foster an inter-textual
approach to musical development.

Dr. Carter's current qualitative research explores the role of
compositional identity in undergraduate music major's experiences.
Specifically, his work examines the concept of undergraduate
compositional identity by examining the development, experience, and
compositional voice of undergraduate composers. This approach
parallels the research of Davidson (2002) which examines three primary
factors of musical identity development: (1) environmental factors,
(2) casual but frequent exposure to music and performance contexts,
and (3) role of key others. Lastly, by building upon recent research
investigating musical identities with a social psychological framework
(Macdonald, Hargreaves, & Miell, 2002), he examines the confluence
of socially based experiences that shaped four undergraduate
composers' lives.

IoE/iMerc Travelling Research Seminar

The IoE/iMerc Travelling Research Seminar

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