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). 

 

Professor Welch interviewed by the Guardian

Jon Boden's big singalong

'I've certainly been told to shut up on occasions' … Jon Boden

A few weeks ago Jon Boden, the current BBC Folk Singer of the Year, went to a friend's home studio in Sheffield and recorded an unaccompanied version of the famous old folk song The Larks They Sang Melodious (alternatively known as Pleasant and Delightful). On Midsummer Day (24 June) he posted it on a new website he'd created and embarked on the first step of a strange and demanding odyssey, in which he vows to record and post a different folk song every day for a year.

A far cry from his more familiar role as extrovert frontman with the 11-piece folk big band Bellowhead, the Folk Song a Day concept has already attracted accusations that Boden has either lost his marbles or become a shameless self-publicist. Yet behind this novel initiative lies a serious intent, which poses profound questions about the changing role of song in society. Namely, have we lost the joy of singing for its own sake, and the social benefits of community, self-expression and identity that go with it? And, if so, can they be recovered?

Time was when locals would get together in pubs, private houses or at public gatherings, joining in song as a matter of course. Stimulated in part by many inviting anecdotes of these occasions from England's most revered traditional singers, the Copper Family, several of the early British folk revivalists of the 1960s were driven by the dream of breathing life into old folk songs and restore them to community life. These revivalists achieved much, notably a nationwide circuit of clubs, which attracted devoted enthusiasts and supported a network of professional musicians as folk music blossomed into a thriving art form. But in a fast-moving world, their original ideals were strangled by the march of television, communication and globalisation – with the inevitable decline in pub culture and community spirit itself – and some of those early performers such as Norma Waterson consequently now regard the revival as a failure.

Yet a vibrant new generation of folk musicians have imaginatively reinvigorated the genre in recent years. The title of Jim Moray's award-winning 2008 album, Low Culture, was a deliberate expression of what he felt folk music should represent. "The tradition isn't something out of the ordinary, it's the very definition of ordinary," he says. "If folk is the music of the people then it's surely wrong to treat it as 'high art' that should be preserved unchanged. Folk music is low culture."

Similar thoughts occupy Boden. He says he regards himself primarily as an unaccompanied singer, despite his membership of Bellowhead, but insists that A Folk Song a Day is a serious effort to raise the profile of social singing. He has also launched a monthly Saturday night folk club encompassing an informal singaround at his own local, the Royal Hotel in Dungworth, which is already embedded in folk music lore as one of the South Yorkshire pubs maintaining a unique local carol-singing tradition of songs exclusive to the area.

"The Dungworth carol singing is extraordinary, but it shouldn't be extraordinary," says Boden. "People who wouldn't do it in any other context go to the pub at Christmas and sing those songs properly – really, really loud. But then you get to the end of the carol season and you think, 'Why the hell don't we do this all year?'"

So he decided he would do it all year – and the Dungworth experiment seems to be working as villagers with no interest in the formal folk song movement descend on the bar to exercise their lungs on a round of populist chorus songs, such as The Larks They Sang Melodious and others that have made early appearances on Boden's site.

"I'd love to see more singing sessions in pubs – ideally unaccompanied – without the pub getting freaked out," Boden says. "The biggest challenge is to get a pub to turn the TV or jukebox off, but the chance is there to find a common cause because pubs are under so much threat. Some people feel uncomfortable – they think their space is being invaded, and if you suddenly enter a random pub and burst into song you're more likely to be thrown out than be bought a drink. I've certainly been told to shut up on occasions. You have to get people used to the idea. It's not the fault of the song, it's the fault of lack of song. People get paranoid about singing in public and I think it stems from parents telling their children they can't sing. It happens a lot. You wouldn't tell someone they have an awful talking voice or they have bad breath, but there seems to be no problem in telling someone they can't sing."

There's no shortage of scientific research to support his theory that social singing is good for body and soul. Professor Graham Welch, the chair of music education at the Institute of Education in London, declares that everyone has the ability to sing and, irrespective of quality, it enhances our mood and reduces stress. "The health benefits of singing are both physiological and psychological," he says. "Music is very good for every aspect of you as a human."

One unlikely convert to the power of social singing is Brian Eno, who hosts regular a cappella singing sessions at his London studio with friends, who have included Paul McCartney. "It's all about the immersion of the self into the community and that's one of the greatest feelings," he says. "I stop being 'me' for a little while and become 'us', and that way lies empathy, the great social virtue."

Yet the only public places you can have a good sing without risking ridicule or abuse are either churches or football grounds. Boden is an atheist who doesn't like football so he's opted instead for the pub-singing option and A Folk Song a Day podcasts. There were 6,000 hits for his opening rendition of The Larks They Sang Melodious, and interest has grown rapidly since, sparking lively debate on the comment pages, especially over his recent inclusion of Mercedes Benz, a gospel pastiche written by Janis Joplin, Michael McClure and Bob Neuwirth. Joplin sang it unaccompanied, and although Boden paradoxically adds a mournful concertina, he's happy to classify it as a folk song. "I learned it as a folk song at Forest School camps before I'd ever heard the Janis Joplin version," he says, amused by the fuss its inclusion has caused. "People criticise me for doing that but don't bat an eyelid about the Kipling-Peter Bellamy songs I have done."

He's got a whole year of this and knows that tougher terrain lies ahead, especially as his repertoire extends to only 200 songs and he'll need to learn more by next spring. There are also the practical problems involved in making daily recordings during forthcoming extensive tours with both Bellowhead and his other band, the Remnant Kings. "I should have got an iPhone when I had the chance. I might have to borrow one to record stuff when we're on the road. But it's really interesting and it's nice not to have to worry about commercial pressures. Apparently I'm No 1 in the music podcast charts. I've no idea what that means but it sounds good."

Jon Boden can be heard daily on afolksongaday.com

• guardian.co.uk © Guardian News and Media Limited 2010

Hellenic Journal of Music, Education and Culture: Call for papers

Dear colleagues,

It is with great pleasure that we launch the first edition of the Hellenic Journal of Music, Education and Culture. The international, on-line, peer-reviewed and open-access journal is the first of its kind to be published in Greece and has been designed to provide a unique opportunity for researchers across the world to engage with important contemporary issues at the interface of these three fields. As you will see from the opening articles, we have colleagues from diverse cultural and international settings who are reporting and discussing their research and practice. Articles are in English or Greek to reflect the origins of the journal and also to facilitate its potential impact in the symbiotic development of the research communities both within and outside Greece. We hope that you enjoy the journal contents and that you will take an opportunity to contribute in the future.

Kindest regards

Graham Welch
PhD, IoEUL Chair of Music Education, IoE, University of London, UK
Department of Arts and Humanities, 

g.welch@ioe.ac.uk   

Anastasia Siopsi                                                                         

Associate Professor                                                                                Music Department, Ionian University, Greece
siopsi@ionio.gr                              

                                                                                                    

Call for papers

Notes for contributors

ISSN online version: 1792-2518

HeJMEC is an international open-access and peer reviewed journal devoted to critical studyand critical analysis of issues related to the fields of Music, Education, and Culture.

HeJMEC draws its contributions from a wide community of researchers. Its reach is international since we want the publication to reflect a wide variety of perspectives from disciplines within the fields of music education and musicology. The journal is concerned with the dissemination of ideas relating to theoretical developments in the above fields and welcomes cross - and inter- disciplinary contributions of research and literature in the areas of music, education and culture.

Music and Education: The wide range of topics includes various aspects of music education (pedagogy, history, philosophy, sociology, psychology, technology, and aesthetics) addressing vocal, instrumental, general music at all levels, from early childhood through adult and comparative studies. 

Education is interpreted in a broad sense including all aspects of teaching and learning within formal and informal contexts (such as, musical development; socio-cultural issues; creativity; gifted and talented students; special needs; community settings; teachers' professional development; curriculum design; assessment) in order, additionally, to challenge established accounts of music education policy-analytic methods and to explore alternative approaches to policy-making. 

Music and Culture: Our aim is to provide essential reading on different aspects of the study of music from a cultural point of view (ideology, music and words, music and society, music and postmodernism, music and genre, and so forth); also, to relate them with educational issues (music cultural policy, the learning process, the relationship to educational institutions, and so forth). The journal thus offers a unique forum for researchers to develop views on music as a social and cultural product, as part of human behaviour and in relation to broadly perceived educational issues at the leading edge of musical and multidisciplinary scholarship.

Every issue will include articles on the topics, case studies and book reviews. Articles in Greek or English will be accepted. We recommend that you review the About the Journal page for the journal's section policies, as well as the Author Guidelines. Authors need to register with the journal prior to submitting, or if already registered can simply log in and begin the 5 step process. For guidelines in order to submit an article please refer to: http://hejmec.eu/ojs-2.2.4/index.php/HeJMEC/about

We welcome submissions for our forthcoming issues. The deadline for submissions for our next issue is 31/10/2010.

Please see our website for more details: http://www.hejmec.eu/

Principal contact:

Maria Argyriou, gr.primarymusic@gmail.com, hejmec@gmail.com

 

 

Important Dates

 

October 31, 2010 – paper submission

January 31, 2010 – notifications of acceptance

March 31, 2011 - notifications / corrections from reviewers

April 31, 2010 – final texts

Call for Papers: The 7th International Symposium on the Sociology of Music Education

• Symposium Dates: June 19-22, 2011
• Location: Michigan State University, East Lansing, Michigan, USA
• Deadline for proposals: November 1, 2010

The International Symposia on the Sociology of Music Education have been a primary conduit for the dissemination and discussion of scholarship on sociological issues related to music education since the first symposium in 1995.

The 2011 conference organizers invite the submission of proposals for papers on aspects of practice, theory, philosophy and research in the sociology of music education. "Sociology" refers to behaviors, beliefs, and identities among groups of people. "Music education" is understood to include all forms of teaching and learning in music – formal, informal, and non-formal.

The symposium welcomes research into music education in schools, colleges, universities, communities, studios, homes, the internet, and any other contexts. Submissions are encouraged from researchers at all stages of their careers. Research from qualitative, quantitative, mixed-method, or philosophical approaches are welcome. Submissions focusing on music from outside of Euro-American traditions are especially encouraged.

Conference presentations will be 30 minutes in length. Proposals should contain 500 to 700 words and should provide reviewers with sufficient detail to judge the purpose, methods, results, and scholarship of the presentation. Send proposals as .doc or .pdf attachments. Do not include your name or any identifying information on the attached proposal. The deadline for proposals is November 1, 2010, and notification of acceptance will be sent by December 1, 2010. Please send proposals and any direct any questions you may have to one of the three regional conference organizers, in accordance with your location.

• John Kratus – United States, Central America, South America, and the Caribbean: kratus@msu.edu
• Gareth Smith – Europe and Africa: gareth.smith@icmp.co.uk
• Kari Veblen – Canada, Asia, Australia, and the Pacific: kveblen@uwo.ca

The conference will be held at the Kellogg Hotel and Conference Center, which is located on the campus of Michigan State University in East Lansing. The Lansing metropolitan area is served by the Lansing Capital City Airport (LAN). Accommodations: Kellogg Hotel and Conference Center, 55 S. Harrison Road at Harrison Road and Grand River Ave., (http://www.hfs.msu.edu/kellogg/). (800) 875-5090 (local phone: (517) 432-4000), $89 single/double. Free parking is available to conference attendees. For further information regarding accommodations, contact John Kratus, kratus@msu.edu.

The conference website will be available in October 2010.

Wits University vacancies

WITS UNIVERSITY - FACULTY OF HUMANITIES

WITS SCHOOL OF ARTS MUSIC

Wits Music is distinctive in being the only university music department in Africa to be part of a School of Arts that includes television and film, drama, digital arts, fine arts, and arts, culture and heritage studies divisions: www.wits.ac.za/wsoa. The School is seeking to make two appointments from 1 January 2011 in the following areas, and we strongly encourage applicants from the designated groups.

1. LECTURER IN MUSICOLOGY/ETHNOMUSICOLOGY

The incumbent's primary areas of research and teaching experience should be in popular music and jazz, though ideally their experience and interests will be broad enough to encompass other areas. Duties: Teach undergraduate courses in Western and African popular music and jazz, as well as in other areas, and supervise graduate students. In addition, the incumbent will be expected to contribute to cross-disciplinary teaching in the School. Part of his/her teaching and research should be focused on Africa. S/he will be expected to play a role in the administration of the Music Division and the School.

2. LECTURER IN COMMUNITY MUSIC

Duties: Develop, teach and coordinate a new area of specialisation in the BMus degree in the field of community music, and teach in the area of music education. It is recommended that the incumbent will be able to teach in other fields, particularly in the area of performance or music history. Part of his/her teaching and research should be focused on Africa. S/he will be expected to play a role in the administration of the Music Division and the School. Qualifications and Experience: Preferably a PhD, or MA with professional registration and progress towards a PhD. Some university teaching experience; an established research record or demonstrable potential as a researcher; and working experience in community music contexts for Lecturer in Community Music.

Enquiries:

Head of Music, Dr Grant Olwage (Grant.Olwage@wits.ac.za), or the Head of School, Professor Georges Pfruender (Georges.Pfruender@wits.ac.za).

To apply:

Submit a letter of motivation and detailed curriculum vitae with names and e-mail addresses of three academic referees as well as certified copies of degrees/diplomas, supporting documentation and identity document to: Mrs Margaret Deyi (Margaret.Deyi@wits.ac.za), Humanities Human Resources Office, University of the Witwatersrand, Private Bag 3, Wits 2050, South Africa.

Closing date:

31 July 2010.

Afghanistan National Institute of Music Inaugurated

NEW MUSIC COLLEGE INAUGURATED IN AFGHANISTAN Kabul—On Sunday, June 20, 2010, at its idyllic, grassy campus in the Dehbori neighbourhood of Kabul, the Afghanistan National Institute of Music (ANIM) was formally inaugurated in front of an audience of dignitaries including Ambassadors, officials from the government of the Islamic Republic of Afghanistan, and community leaders. The inauguration represented the culmination of several years of planning and hard work overcoming the obstacles that are the legacy of thirty years' of war and the Taliban's prohibition of music. The inauguration began with a recitation from the Holy Quran. After this, the newly established Afghan Youth Orchestra (AYO), comprised of ANIM students and faculty, performed a new arrangement of the National Anthem of Afghanistan. This arrangement was the first ever to use both Afghan and Western instruments. The orchestra then played a new arrangement of the patriotic song "Da Watan," first created half a century ago by the renowned Afghan singer-songwriter Ustad Guzalman, who also sang it with AYO at the inauguration. Dignitaries including the Deputy Minister for Technical and Vocational Education and Training, H.E. Sarwar Azizi; Richard Hogg, a representative of the World Bank; the Ambassador of Germany; the Deputy Ambassador of India; and the Director of the Goethe Institute-Kabul gave speeches in which they praised this historic initiative to revive the musical culture of Afghanistan. The acknowledgment speech of Dr Sarmast reminded everyone present of the timeless and selfless reasons for which so many people have committed so much energy and support for so long. Following the speeches, ANIM faculty Ustad Irfan Khan (sarod), Ustad Gholam Hossein (rubab), Jawid Mahmood (tabla), and William Harvey (violin) performed solos, after which ANIM Percussion Teacher Norma Ferreira led her students in an ensemble work. A student group performed an Afghan song in rock-and-roll style, after which Ustad Fareed Shefta, ANIM's Clarinet Teacher, led AYO in his own arrangement of the patriotic song "Dareen Watan." A group from Khoshhal Khan High School performed the Atan, the national dance. After a ribbon-cutting ceremony, the dignitaries received a tour of ANIM's new facilities. Dr. Ahmad Sarmast founded the Afghanistan National Institute of Music (ANIM) to revive the culture of music in Afghanistan and to build the ruined lives of street working kids and orphans through music education. ANIM is a joint project of the Ministry of Education of the Islamic Republic of Afghanistan and Monash Asia Institute of Monash University, Australia. It has received major funding from the World Bank, Goethe Institute, Society of Music Merchants, government of India, German Foreign Office and other organizations. For more information, contact Dr. Ahmad Sarmast at http://ahmad.sarmast@adm.monash.edu.au or +93 (0) 796-542-952. Regards -- Dr Ahmad Naser Sarmast Music Consultant and Project Director Ministry of Education Islamic Republic of Afghanistan Research Fellow Monash Asia Institute Monash School of Music - Conservatorium Monash University, Australia Honorary Fellow National College of Music, London Tel: +93 (0) 796 54 29 52 + 613 9905 4992 Email: http://ahmad.sarmast@adm.monash.edu.au

Professor Graham Welch interviewed by Gloria Patricia Zapata Restrepo (p...

Conference: Leading Music Education

Call for Papers
Leading Music Education
International Conference
May 29-June 1, 2011
Don Wright Faculty of Music
University of Western Ontario
London, Ontario, Canada

KEYNOTE SPEAKER CHRISTOPHER SMALL
Author of Music, Society, Education (1977)
Music of the Common Tongue: Survival and Celebration in African
American Music (1987)
Musicking: The Meanings of Performing and Listening (1998)

Proposals are invited from music education researchers, music
educators, community musicians and graduate students to present
papers, research posters or workshops as part of the international
conference Leading Music Education to be hosted by the University of
Western Ontario, May 29 to June 1, 2011.

Conference focus
Although music is often considered an educational frivolity by
politicians, there is an abundance of research and scholarship
demonstrating not just its ubiquity but its power in our lives. Music
plays important roles in shaping identity and community, in promoting
personal growth, health and wellness, and in raising our consciousness
with respect to social and other problems throughout the lifespan. It
can however also be used as entertainment to serve economic purposes
or as propaganda to manipulate. This conference seeks to promote
awareness of music's centrality in contemporary society and culture
and the important role music leaders play therein. It aims to foster
international dialogue and disseminate research on issues of music,
culture, community, music leadership and education.

Invitation to submit proposals
Proposals are welcomed for papers and research posters addressing
themes such as:

• music and lifelong learning
• community music
• music as culture
• the politics of music and music education
• educational philosophy and sociology (including professional ethics)
• related music leadership issues in both school and society

Proposals for practical workshops demonstrating how these or similar
ideas might be applied to actual professional practice in the school
and community, healthcare or media studies are also encouraged.

For research papers and poster submissions please include a single
page providing author's name, institutional affiliation, address,
phone number, e-mail address and a one page abstract of the work to be
presented (approximately 500 words) clearly labeled POSTER or PAPER.

Those intending to present workshops should include a letter of
introduction stating the applicant's professional/institutional
affiliation, contact information and professional qualifications and a
500 word outline of the intended workshop.

The deadline for submission of proposals in electronic format is
September 30, 2010. Authors must include a statement certifying that
their papers are original work. Notification of the status of papers
and workshop proposals will be made by October 30, 2010.

Please send submissions to rwrigh6@uwo.ca

Dr. Ruth Wright
Chair, Department of Music Education
The Don Wright Faculty of Music
Talbot College
The University of Western Ontario
London, Ontario
Canada N6A 3K7
Email rwrigh6@uwo.ca
Phone: 519 661 2111 x85339

CIM-SEMPRE Study Day & Workshop on Emotion and Expectation

CIM-SEMPRE Study Day &
Workshop on Emotion and Expectation
22nd July 2010, Department of Music, University of Sheffield, UK
Call for poster presentations
Submission deadline: 30th May 2010
As a pre-event to the Conference on Interdisciplinary Musicology: Nature versus
Culture, a CIM-SEMPRE Study Day for postgraduate students is
organised, including
a Workshop on Emotion and Expectation, discussion of a book section / papers
related to Emotion and Expectation, and a poster session. The day will
be from 12.30
– 17.30. The workshop and discussion will be led by Prof. David Huron from Ohio
State University.
Proposals for poster presentations are invited related to the theme of
Emotion and
Expectation including studies of emotional responses to music,
expectations in music
listeners, models of musical expectation or emotion, expression of emotion in
performance, cross-cultural comparisons of statistical characteristics
of music, etc.
Presentations of students with a wider domain of interest will be
considered as well,
although presentations closely related to the topic will be given priority.
Format of poster presentation proposals:
Title, Author(s), Affiliation, Abstract of around 500 words.
Registration fee will be £20 or £15 for CIM10 attendees.
Please e-mail submissions to CIM10@sheffield.ac.uk
Questions can also be directed to: CIM10@sheffield.ac.uk
CIM10 website: www.sheffield.ac.uk/cim10/
Department Website: www.sheffield.ac.uk/music/
Organisers: Dr Nicola Dibben & Dr Renee Timmers, Department of Music,
University of Sheffield, UK.