October 26, 2020
The Oxford Handbook of Social Media and Music Learning
Edited by Janice Waldron, Stephanie Horsley, and Kari Veblen
The rapid pace of technological change over the last decade, particularly the rise of social media, has deeply affected the ways in which we interact as individuals, in groups, and among institutions to the point that it is difficult to grasp what it would be like to lose access to this everyday aspect of modern life. The Oxford Handbook of Social Media and Music Learning investigates the ways in which social media is now firmly engrained in all aspects of music education, providing fascinating insights into the ways in which social media, musical participation, and musical learning are increasingly entwined.

In five sections of newly commissioned chapters, a refreshing mix of junior and senior scholars tackle questions concerning the potential for formal and informal musical learning in a networked society. Beginning with an overview of community identity and the new musical self through social media, scholars explore intersections between digital, musical, and social constructs including the vernacular of born-digital performance, musical identity and projection, and the expanding definition of musical empowerment. The fifth section brings this handbook to full practical fruition, featuring firsthand accounts of digital musicians, students, and teachers in the field. The Oxford Handbook of Social Media and Music Learning opens up an international discussion of what it means to be a musical community member in an age of technologically mediated relationships that break down the limits of geographical, cultural, political, and economic place.
Webinar: Critical Pedagogy in Music Teacher Education
November 11, 2020
Dear Mountain Lake Colleagues,

The AAMM will host an introductory two-hour webinar titled Critical Pedagogy in Music Teacher Education with speakers Will Coppola, Don Taylor, and Michael Chandler on November 11, 2020 from 7:00 to 9:00 p.m. EST (4:00pm PST).

The webinar is free to attend; register online using this link: Click Here. Within one to two days after registering, you will receive a confirmation email that you are registered, and beginning the week of Nov. 8, you will receive a subsequent email containing a Zoom link that will connect you to the webinar Nov. 11. 

Critical pedagogy is a philosophical approach to teaching in which knowledge is never politically neutral and where teaching and learning are inseparable from social justice. The approach is credited to the Brazilian educator and philosopher, Paulo Freire. In his seminal book, Pedagogy of the Oppressed (1970), Freire asserted that education is freedom and that teachers and students must engage together in cooperation, dialogue, and critical thinking in order for students to reach self-actualization and to ensure that their voices are heard. During this webinar, attendees will explore ways elementary music teacher educators can implement critical pedagogy into their existing curricula. In addition to strategies that move thoughtful reflection into meaningful practice, large- and small-group discussion will address ways preservice music teachers can empower their students with a sense of agency. More information about critical pedagogy and its application in educational settings is available by visiting the Freire Institute online (Link to Web page).
American Orff-Schulwerk Association
Virtual Symposium
AOSA is pleased to present the AOSA Virtual Symposium 2020 on November 13 and 14. This on-line event provides access to live and recorded sessions by top Orff Schulwerk clinicians and other music educators as we work to navigate the new paradigm of music teaching in 2020. As a special offer to undergraduate and graduate students, we are offering a discounted registration rate of $99. This registration includes access to more than 25 hours of live and recorded content featuring keynotes by Scott Edgar and Dr. Nicole Robinson as well as Orff Schulwerk presenters from around the world.

To learn more and to register, simply go to this special website for students.
Narrative Inquiry in Music Education (NIME8)
Save the date!
Save the date: NIME8 at Western Norway University of Applied Sciences, in Bergen, Norway, June 13-15, 2022.
Fostering Wellbeing in Times of Global Crisis: Virtual Conference Call for Participation
A virtual conference hosted by Boston University, Boston Massachusetts, USA
Tawnya D. Smith and Karin S. Hendricks, co-conveners
July 5-7, 2021

Scholars, researchers, musicians, theologians, clergy, music teachers, music and expressive arts therapists, and relevant stakeholders are invited to participate.

The purpose of the MSW conference is to forward the aims of MSW which are to:

  • Work in partnership with local, regional, national and international organisations to deliver high-quality research and knowledge exchange in the area of arts as wellbeing including spirituality.
  • Encourage best practice in performing and participatory arts as wellbeing in individuals, communities and organisations.
  • Embrace the social, spiritual and political aspects of wellbeing and the effect of societal values on the individual and the potentially transformative effects of artistic practice.
  • Explore the relationship between spirituality and music, with reference to both the great faiths and other transformative contexts.
  • Develop best practice in performing and participatory arts as wellbeing in individuals, communities and organisations.
  • Embrace the social, spiritual and political aspects of wellbeing and the effect of the inculcation of societal values on the individual and the transformative effects upon artistic practice.

For more information:
Conferences & Calls
International Society for the Philosophy of Music Education (ISPME)
International Seminar for Graduate Students

June 14-16, 2021 (Online)

Continuing a decades-long tradition, the ISPME network has the great pleasure of inviting graduate students working with philosophical scholarship on music education to participate in an International Seminar commencing June 14-16. Participants will have the opportunity to present their projects (virtually) and discuss philosophical and/or methodological issues with each other and with a group of select international scholars. Works in progress are welcomed; in fact, we encourage students to feel comfortable seeking discussion around ideas that might be in the development stage.   

To participate in the International Seminar, please send no more than two pages with a short abstract of your project and one or two questions or ideas you would like to discuss. Please
note that at the time of the seminar a completed paper will not be necessary. Send your contribution, no later than January 1, 2021, to Cathy Benedict at You will hear back from the committee no later than March 15th.
International Society for Music Education (ISME)
Decolonising and Indigenising Music Education SIG
Call for Chapters
The recently launched SIG Decolonising and Indigenising Music Education has issued a call for chapters for what they hope will be the first of many books they will produce. 

Titled Decolonising and Indigenising Music Education: Global Perspectives, it will be co-edited by the four members of the SIG, which are Anita Prest (Canada), Clare Hall (Australia), Te Oti Rakena (New Zealand) and Daniel Johnson (Sweden), and advised by the Indigenous Steering Committee.

Full information is here and it closes on 10 December 2020.

Researchers and practitioners working across all music education sites are welcome to submit an abstract. This includes music educators working in community musicking contexts and both traditional and non-traditional music education sites across all age groups, from early music through to adult. While this publication is aimed at and includes research from those who work in conventional schooling sites (meaning Settler models), we also acknowledge that there is much new learning to be gained from the stories of Indigenous educators and artists working across diverse learning sites that have been shaped by Indigenous worldviews and frameworks. As examples, these may include Indigenous language immersion schools and community music activities that revive and sustain Indigenous languages, traditions, rituals and community practices.

We especially welcome chapter proposals that are authored by Indigenous music education scholars and practitioners, and/or meaningfully include Indigenous peoples’ voices and audiovisual exemplars of change at the intersection of music and education. 

Instructions to authors:
Please submit your abstract to by December 10, 2020. The abstract should be no more than 500 words with up to 10 references (attachments without identification markers). Abstracts should clearly state the context and focus of the proposed chapter, theoretical angle(s) and methodological approach. We encourage authors to consider audio/visual, video/film and web-based text as their submission or to enhance their chapter
We welcome individual and co-authored chapter proposals from both established and emerging researchers/practitioners.
Anticipated Timeline
●      Notification of abstract acceptance (March 31, 2021) 
●      Date of full-length chapter drafts (July 31, 2021) 
●      Notification from reviewers (September 1, 2021)
●      Date of Revised chapter (December 10, 2021) 
●      Notification of Final edits/Clean chapter (February 28, 2022)
●      Published (July 2022 for ISME in Brisbane, Australia)
Learning Pathways
Smithsonian Folkways
Dear Colleagues, 

I am writing to you to invite you to contribute to an exciting new educational initiative by Smithsonian Folkways, which we call "Learning Pathways." This new educational tool differs from lesson plans in that it gives K-12 music (and non-music) students and their teachers guided, yet flexible curatorial journeys through extensive primary sources at Folkways, the Smithsonian, and beyond. Though we started this project last year, it is now more apparent than ever that there is a need for free, high-quality, online-deliverable education tools that are aimed at promoting cultural equity is now more pronounced than ever.

We are in the process of developing a one-year pilot program in partnership with SEM and NAfME (the National Association for Music Education), with support from a Smithsonian Youth Access Grant. At this stage, we are drafting six learning pathways, sending them to ethnomusicologists for content contribution and review, and then sending them out to music teachers across the country --especially in under resourced schools-- to pilot them and give pedagogical feedback. 

While our team covers a wide range of areas, we do not feel that we have the expertise to create content for every pathway. We are in need of specialists on traditional Puerto Rican Music and Asian Court Music (i.e. Thailand, Vietnam, Japan).

If interested in contributing to our project please send your CV and any inquiries to by October 26th, 2020.

Thank you, 

Ty-Juana Taylor, PhD., MSW
Music and Movement Virtual Conference: Call for Proposals
January 22-24 2021
Department of Music, University of Pittsburgh
Deadline for Proposals: November 23, 2020
Keynote Co-speakers: Dr. Sherrie Tucker, University of Kansas
Dr. Michelle Heffner Haynes
Proposal Submissions:

This conference seeks to bring scholars, musicians, composers, and performing artists together in conversation regarding the dynamic relationship between movement and music. Each panel will feature both paper presentations and performances, underscoring the ways in which the various subdisciplines of music and the performing arts can inform and reinforce one another. This conference will investigate the role of movement in musical creation, reception, and understanding, addressing topics such as:

  • Negotiations and dialogues between dance and music
  • Gesture-sound mappings and performer-instrument relationships
  • Migration and music
  • Kinesthesia and haptic perception

Keynote Title: AUMI Bodies: Movement = Music

AUMI stands for "Adaptive Use Musical Instrument," a project initiated and originally led by composer, musician, humanitarian Pauline Oliveros to create more inclusive improvising communities. Improvising with the AUMI requires physical movement. Because the AUMI is designed to adapt to the physical movement of every body, each body in the group develops a different relationship to it. In this collaborative keynote, Sherrie Tucker and Michelle Heffner Hayes reflect on the capacity and expressivity of AUMI bodies, with a focus on the improvisational dance that has emerged from community AUMI musical improvisation rehearsals, jam sessions and performances. Drawing from footage of performances and interviews with participants, the collaborators reflect on the methodology that emerged from work with the AUMI over a period of years. These reflections reveal how the idealized bodies and the conventions associated with formal dance training yield to diverse body typologies and new definitions of virtuosity in movement. The practice of listening and awareness of codes established by AUMI bodies produces a level of attentiveness and care for the well-being of all participants. This abiding sense of connection extends beyond the moment of performance and into our community interactions in day-to-day life, as well as our intentionality and skills at building what Patty Berne and Sins Invalid call “Collective Access.” In writing about how to create collective access through “webs of care,” Leah Lakshmi Piepzna-Samarasinha offers the model of “solidarity, not charity,” building access for one another “out of mutual aid and respect.” When AUMI bodies move and listen out of “mutual aid and respect” for our many different bodies, the action of mixed-ability improvisation in music and dance becomes a form of community-building, culture-shift, and a site of activism for social justice.
Frontiers Research Topic on Music During the COVID-19 Pandemic
Deadline Extended
In light of the ongoing nature of the COVID-19 pandemic worldwide and the exceptional quantity and quality of abstracts and full manuscripts that we have already received, we have decided to extend the submission deadline for the Frontiers Research Topic on “Social Convergence in Times of Spatial Distancing: The Role of Music During the COVID-19 Pandemic” until 4th January 2021
For this special issue, (ethno-)musicological and historical contributions are very welcome, especially if they draw connections to relevant psychological, sociological, and/or psycho-musicological literature.
·        New deadline: Jan 4, 2021 (full manuscript submission)
·        Participating journals: Frontiers in Psychology (Cultural Psychology, Auditory Cognitive Neuroscience, Performance Science, Cognition, Emotion Science), Frontiers in Neuroscience (Auditory Cognitive Neuroscience), Frontiers in Sociology (Sociological Theory)
·        Editors: Niels Chr. Hansen (Aarhus Institute of Advanced Studies & Center for Music in the Brain, Aarhus University), Melanie Wald-Fuhrmann (Max Planck Institute for Empirical Aesthetics), & Jane W. Davidson (University of Melbourne)
·        Cost: ***Due to the exceptional nature of the COVID-19 situation, Frontiers is waiving all article publishing charges for COVID-19 related research in this Research Topic.***
·        More info
Nominations & Elections
The Council for Research in Music Education
Outstanding Dissertation Award
The Council for Research in Music Education is seeking nominations for the 2018 and 2019 Outstanding Dissertation Award (ODA), which recognizes excellence in research by doctoral students. 

The emphasis of this award is on recognizing doctoral students whose dissertations:
·      Advance overarching values of music education, broadly defined;
·      Employ rigorous and/or innovative methodologies;
·      Integrate research and theory grounded in a variety of intellectual traditions; and
·      Offer insightful implications for improving practice or forwarding theoretical constructs.

The Council invites individuals who have served as research advisors, supervisors, or committee members to nominate dissertations in the field of music education that were defended during the 2018 or 2019 calendar year. 

The Council is also seeking volunteer reviewers for this process. 

Guidelines for reviewers, nominators, and nominees can be found at 

Nominations are due by November 1, 2020.

Nominees must submit the required documents by December 15, 2020. 

Please direct questions, comments, or concerns regarding the ODA to 
Division K Awards
American Educational Research Association (AERA)
Dear Division K Colleagues,

I hope this email finds you well.

We invite you to submit nominations for the 2021 Division K Awards. These awards recognize our members' scholarly contributions to teaching and teacher education in the following six categories:

1.      Outstanding Dissertation Award
2.      Early Career Award
3.      Mid-Career Award
4.      Innovations in Research on Equity and Social Justice in Teaching and Teacher Education
5.      Exemplary Research in Teaching and Teacher Education
6.      Legacy Award

Please note that all required nomination materials must be submitted to the relevant award chair(s) by December 1, 2020.

Remember that nominees and nominators must be members of Division K, and that self-nominations are not accepted.

Please email general questions regarding the awards to me at 

Thank you and best regards,


Dorothea Anagnostopoulos
Division K, Vice President, 2019 - 2022
Chair, Popular Music Education SIG
International Society for Music Education
Dear PME ISME members,

I hope this email finds you well and dealing physically, professionally and emotionally with the circumstances arising from the Covid pandemic. Of course an early casualty was the 2020 ISME conference in Helsinki, where many of us were looking forward to coming together and sharing ideas about popular music education not only in Finland, but also in Edinburgh at the conference of the Association for Popular Music Education APME.

I have recently been elected to the board of ISME, and as such, can no longer hold the position of Chair of the PME SIG. With this email I am firstly calling out for expressions of interest from 6 people who are interested in being members of the SIG. From that group, we will nominate a Chair. Being a member of the SIG is not an onerous role - we ask only that you promote PME and ISME in your region, and report activities back to the SIG. As the 2022 conference approaches - in my home town of Brisbane - you will be asked to assess conference paper submissions, and perhaps take on roles organising activities for the PME presenters - although as a local I will play a big role there.

Our only requirements are passion and commitment to popular music education. The rules of engagement require diversity, and I am looking for representatives across the continents as well as full gender representation. Please respond to this email if this interests you. Once I have a SIG I will be in touch with you all to let you know who your representatives are.

Kind regards,

Job Announcements
Diversity Postdoctoral Faculty Program (Vocal/Choral)
University of San Diego
The Department of Music, via the College of Arts and Sciences at University of San Diego, is looking to hire a faculty member specializing in vocal and choral music through The College of Arts and Sciences' Diversity Postdoctoral Faculty Program. The University job posting and more information are below.

The College seeks to hire three full-time faculty members for the Diversity Postdoctoral Faculty Program who have a commitment to advance the perspectives of African Americans through teaching opportunities, research/creative work, and mentoring. We are committed to the development of scholars who empower students from U.S. communities that are underrepresented in academia. The two-year postdoctoral faculty appointment will begin in Fall 2021. The Music Department is one of 10 departments engaged in this search.

Postdoctoral faculty teach courses in their area of expertise, continue their research trajectory, work closely with faculty mentors in their department and across campus, and participate in the College of Arts and Sciences’ faculty development programs.

The purpose of the Diversity Postdoctoral Faculty Program is to mentor faculty in teaching excellence in the context of a primarily undergraduate institution within Catholic Higher Education and to cultivate inclusive communities within departments at the University. USD is poised to serve as a resource for faculty who are interested in pursuing an academic career that follows a teacher/scholar model. 

Minimum Qualifications: 
Candidates must have completed the PhD or other terminal degree before the starting date of September 2021. Candidates who have not yet held a tenure-track faculty position will have priority. Appointment includes a competitive salary, benefits package, and travel funds for conference participation.

Background check: 
Successful completion of a pre-employment background check.
Degree Verification Requirement: Persons offered employment in this position will be required to provide official education transcripts for degree verification purposes. 

The University of San Diego is an equal opportunity employer committed to diversity and inclusion and is especially interested in candidates who can contribute to the diversity and excellence of the campus community.

The University of San Diego is a smoking and tobacco-free campus. For more information, visit

For more information contact:

David Harnish, PhD
Chair and Professor
Department of Music
Director, Performing Arts Entrepreneurship
University of San Diego
5998 Alcala Park
San Diego, CA 92110, USA
(Tel): 619-260-4128
Assistant Professor (Flute and Music Education)
Mississippi State University
Job no: 499796
Position type: Full-Time 9-Month Department:
052700 - Department of Music
Location: Main Campus - Starkville, MS

Categories: Faculty Position
Open Date: Feb 5 2020
Position Function: Teach studio flute, music education and pedagogy-related courses

Research/Creative Achievements including but not limited to publications, presentations, professional performances; potential for external funding and other activities consistent with Mississippi State University Promotion and Tenure guidelines.

The university is a member of the Southeastern Conference, and the fall 2019 enrollment was 22,226. The Department of Music is part of the College of Education and is an accredited institutional member of the National Association of Schools of Music and the National Council for Accreditation of Teacher Education. See for more information about the department.

Located partly in and adjacent to Starkville, a city of about 25,000 residents, MSU is served by the nearby Golden Triangle Regional Airport, which has daily connections to Atlanta.

Area of Specialization: Flute

Anticipated Appointment Date: August 16, 2021
Tenure Track Status: Tenure Track

Essential Duties and Responsibilities:
• Teach studio flute, music education and pedagogy-related courses
• Research/Creative Achievements including but not limited to publications, presentations, professional performances; potential for external funding and other activities consistent with Mississippi State University Promotion and Tenure guidelines [AOP 13.07]
• Direct the MSU Flute Choir & student chamber ensemble coaching
• Secondary teaching responsibilities based on departmental needs and candidate's expertise
• Participate in university, college, and departmental committees, service and recruiting activities

Minimum Qualifications:
• Doctorate required; ABD considered but degree must be completed by time of appointment
• Appropriate national/international performance experience
• Successful experience in teaching studio flute and master classes
• Ability to work collaboratively in a variety of academic and community settings
• Ability to actively recruit and maintain a thriving flute studio
• Assist with the organization of woodwind events
• Perform with faculty chamber ensembles
• Academic and professional characteristics consistent with the missions of the University, College, and the Department of Music
• Candidates should have demonstrated ability to teach university-level students

ABDs or degree pending considered (all but DISS): Yes

Instructions for Applying:
• Only complete application files will be considered
• Applicants must complete the personal data information form on and apply for this position

In addition, applicants should submit the following items to the address listed below:
• Letter of application
• Curriculum vitae with names, telephone numbers and email addresses of five current references
• Three current letters of recommendation (selected from the five references)
• Copies of all academic transcripts (official transcripts will be required at the time of hire)
*Any social security numbers should be redacted prior to submission online*
• Recent audio and/or video links representative of flute performances

Please submit the application materials to: Ms. Sheri Falcone Chair, Flute Search Committee Mississippi State University Department of Music P.O. Box 6240 Mississippi State, MS 39762 If submitting via FedEx or UPS, please use the following physical address: 299-3 Morrill Road Music Building A Mississippi State, MS 39762
• Application materials will not be returned.

Equal Employment Opportunity Statement: MSU is an equal opportunity employer, and all qualified applicants will receive consideration for employment without regard to race, color, ethnicity, sex, religion, national origin, disability, age, sexual orientation, genetic information, pregnancy, gender identity, status as a U.S. veteran, and/or any other status protected by applicable law. We always welcome nominations and applications from women, members of any minority group, and others who share our passion for building a diverse community that reflects the diversity in our student population
Assistant Professor of Music Education (Choral)
Oakland University
The Department of Music in the School of Music, Theatre and Dance at Oakland University invites applicants for an Assistant Professor of MusicChoral Music Education position beginning August 15, 2021. This is a tenure track position. Responsibilities: Recruiting and mentoring choral music education students and teaching to include undergraduate and graduate music education courses including Choral Methods and Student Teaching Internship. Other music education teaching opportunities according to interest or specialty.

We are looking for candidates with a Doctorate in Music Education or Conducting (ABD considered) who have an understanding of and commitment to constructivist or other progressive visions of music education with an expertise in qualitative research, demonstrated success teaching in K-12 education with experience directing choral ensembles at a high level of achievement, demonstrated success mentoring teachers and/or student teachers, and an understanding of working within a collaborative environment and a demonstrated commitment to or experience with diversity and inclusion.

College level teaching experience preferred. The successful candidate will show potential for meeting the standards of moving toward tenure as defined by the School of Music, Theatre, and Dance in scholarship and/or performance. Candidates must demonstrate experience with or a commitment to diversity and inclusion. Minimum qualifications: Doctorate in Music Education or Conducting (ABD considered). 3 years K-12 teaching experience.

Candidates can apply to this link:

Questions regarding this position may be directed to Michael Mitchell, Search Committee Chair, via email ( qualifications: Doctorate in Music Education or Conducting (ABD considered). 3 years K-12 teaching experience.
Assistant or Associate Professor of Music Education (Instrumental)
Wayne State University
Essential Functions (Job Duties):
The successful candidate will teach instrumental music education courses, placing and supervising student teachers and coordinating other fieldwork experiences, maintaining a significant level of peer-reviewed scholarly activity, developing relationships with local and state music teachers, and serving on Department, College and University committees as appropriate, and perform other duties as assigned.

The Department seeks candidates with a PhD in Music Education, public school teaching experience, two years of college-level teaching experience (may include GTA appointments), experience teaching in elementary, middle school or high school environment, a record of peer-reviewed scholarly activity, and experience with current classroom instructional technology.

Wayne State University is a premier, public, urban research university located in the heart of Detroit where students from all backgrounds are offered a rich, high quality education. Our deep rooted commitment to excellence, collaboration, integrity, diversity and inclusion creates exceptional educational opportunities preparing students for success in a diverse, global society. WSU encourages applications from women, people of color, and other underrepresented people. Wayne State is an affirmative action/equal opportunity employer.
Assistant Professor of Music (Director of Instrumental Studies)
Southwest Baptist University
  • Conduct the Wind Symphony and the University Band
  • Teach instrumental music education and other courses according to expertise
  • Teach in primary applied area and coach instrumental ensembles as needed
  • Recruit actively for the department
  • Administrative responsibility for planning, concerts, touring, and the supervision
  • of instrumental budget, equipment and library
  • Coordinate student-led athletic pep band
  • Committee work as assigned

  • Doctorate preferred, master's degree required
  • Minimum of 3 years successful public school teaching experience
  • Evidence of successful conducting and performance
  • Proven ability to work well with colleagues, and to maintain cooperative
  • relationships with area music educators and the community
  • Commitment to the university’s Evangelical Christian mission
  • Capacity to examine diverse perspectives with academic rigor, while respecting the university’s Statement of Faith and refraining from the promotion of contrary positions.

Applicants should access the online application at the link provided and upload a letter of application, vitae, transcripts and three letters of recommendation. Letters of recommendation may also be sent confidentially to Electronic submission of materials is acceptable for the initial screening. All materials are due by November 20, 2020. Performance recordings and copies of programs may be requested from individuals at a later date. 


Southwest Baptist University offers liberal arts and professional degrees and is affiliated with the Missouri Baptist Convention. Master's degrees are offered in education, business, Christian ministry, and nursing; and doctoral degrees are offered in education and in physical therapy. SBU is located in Bolivar, Missouri, a town of 11,000 population in southwest Missouri, 25 miles north of Springfield. The university is an accredited institutional member of NASM and employs eight full-time and 12 part-time music faculty. Music facilities include the 1300-seat Pike Auditorium and Casebolt Music Center, which houses classrooms, instrumental and choral rehearsal rooms, and the 285-seat Meyer Recital Hall. Music degrees are offered in music education, church music, general music, and music with elective studies in an outside field. Instrumental ensembles include Wind Symphony, University Band, Orchestra, Jazz Ensemble, Pep Band, and woodwind, brass, percussion and string chamber ensembles.