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Welcome to the 2018 Music in Schools and Teacher Education Commision (MISTEC) Seminar at NYU Prague - July 8-12, 2018.

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Sunday, July 8
 

11:30am

12:30pm

Welcome Remarks and Commissioner Snapshots
Welcome Remarks
  • Julie Ballantyne, MISTEC Chair
  • Alex Ruthmann, NYU Host and MISTEC Commissioner

Commissioner Snapshot Presentations
  • Julie Ballantyne - Stories of early-career music teachers in Australia over the past 15 years
  • Marie-Louise Bowe - Catching and releasing possibilities in unchartered waters: Scaling musical performance with undergraduate primary teachers
  • Smaragda Chrysostomu - Current Issues in Greek Music Education
  • Maria-Cecilia Jorquera - Direct Declarations: an articulating element for Teacher Professional Identity from the complexity perspective
  • Bradley Merrick - Do you want to advocate for Music Education? Then just ask the students what music means to them. 
  • Alex Ruthmann - Design Methods for Creating Curricular Projects with Students and Teachers

MISTEC Commissioners
avatar for Alex Ruthmann

Alex Ruthmann

Director, NYU Music Experience Design Lab, NYU Steinhardt
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Brad Merrick

Director of Research in Learning and the Barker Institute, Barker College
avatar for Julie Ballantyne

Julie Ballantyne

Associate Professor, University of Queensland
avatar for Marie-Louise Bowe

Marie-Louise Bowe

Assistant Professor - Music Education, Dublin City University
Marie-Louise Bowe is Assistant Professor of Music Education in the School of Arts Education and Movement, Institute of Education (DCU). Combining a life of teaching, research, and performing, she is a dedicated and passionate advocate of the transformative effects of public schooling... Read More →
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Smaragda Chrysostomu

Professor, National and Kapodistrian University of Athens
Professor of Music Pedagogy and Didactics Member at Large, Board of Directors, International Society of Music Education (ISME) Member, Music in the Schools and Teacher Education Commission (MISTEC, ISME)


Sunday July 8, 2018 12:30pm - 2:00pm
Havel Room Malé náměstí 11, 2nd Floor

2:00pm

Paper 1: Music education in times of trouble
Eva Saether

Presenters
avatar for Eva Marianne Sæther

Eva Marianne Sæther

Professor, Lund University, Malmö Academy of Music


Sunday July 8, 2018 2:00pm - 3:00pm
Havel Room Malé náměstí 11, 2nd Floor

3:00pm

3:30pm

Czech Music Pedagogy Live!
Session Overview:
  1. Music is for everybody – Introduction of presenters and Pavel Jurkovič
  2. Czech Orff Society for Long life education of Czech teachers - Jarka Kotůlková
    – The way of Orff Schulwerk to Czechoslovakia (Budapest ISME conference in 60th)
    – Tradition of democratic pedagogy tendencies in the work of Comenius
    – The foundation of the Czech Orff Society 1995 after political changes
    – From Treffen der Nachbarn to Orff Forum and ISME
    – Cooperate, Communicate, Create
  3. Czech Orff Society through the lenses of a holistic pedagogical approach in the multicultural world, today and yesterday - Hana Havelková
  4. Tradition of Czech Choir mastership and the role of the National Information and Consulting Centre for Culture -  Jan Pirner

Overview of the Czech Music Education System
“Every Czech Is a Musician.” This saying comes from the 18th century when Czech musicians played an important role in the musical life of Europe.  Many began their music education under the tutelage of village schoolmasters - cantors who believed that music was an important aspect of human literacy. Czech musicians often emigrated from their homeland Bohemia. (Josef Mysliveček, 1737–1781, Czech composer known in Italy as ‘Il Divino Boemo’, today he is considered by musicologists to be comparable to Mozart and Haydn. Indeed, he was influential in the life of Mozart to the extent that Mozart recommended his sister ‘Nannerl’ perform Mysliveček’s masterpieces.  Tiny Czech population has many famous composers Bedřich Smetana, Antonín Dvořák, Leoš Janáček, Bohuslav Martinů. (Contemporary Karel Husa, Petr Eben, Jiří Srnka)

Music education begins in kindergartens with teachers trained in pedagogical schools and faculties. However, academic institutions do not provide a great deal of assistance in regard to practical activity involving young children. This is despite the work of Jan Ámos Komenský (Comenius) (1592–1650) who is regarded by many as the father of modern education. Komenský believed not only in the importance of early childhood music education but also introduced pictorial textbooks, supported lifelong learning and believed in education for women as well as impoverished children.

At the elementary and middle school levels music is compulsory from Grade 1 to Grade 8. Specialist music teachers are educated in pedagogical faculties that are a part of the Czech university system with an emphasis on academic qualifications and research. There are also special high schools for future music professionals, known as Conservatories of Music that provide a six years curriculum for students from the age of 15. In addition there are universities, known as Academies of Performing Arts, that provide education for professional musicians as well as for teachers of special music schools (Základní umělecká škola), known as ZUŠ.  These schools offer instrumental music lessons, singing, drama and general music to students aged 5–18 as after-school activities.  
There is a number of non-profit organizations that offer life-long learning including the Czech Orff Society, the Society for Music Education, Pedagogical Centres, Concert Pedagogy departments of orchestras. (Czech Philharmonic presentation at MISTEC)

It might appear that this a fine system, supported by the state, particularly in light of today's economic situation. However, teachers are often overwhelmed by academic information and there is a serious lack of practical opportunity for ‘hands-on’ teaching.  There is little help in assisting teachers to explore creativity with their students or how to motivate them for life-long learning, all of which provide a great challenge for Czech music pedagogy today. Further, as is common in countries round the world, the consumption of commercial music is very great and it means for us a real challenge.

The great question for me is how to change the mentality that has followed our post-communist society.  I believe that it is important to find our own way, create open-minded programs, accept new trends and be free to take risks, establishing a democratic partnership full of respect and tolerance. Teachers should not be slaves to the system but be highly respected people who take responsibility for their own actions. For myself, my aim in life is to ensure that music provides a complete social and emotional education for all children.

Since the 1989 November Velvet Revolution the world has been opened to us.  We can travel and we can invite our colleagues from abroad. Practical workshops, conferences, courses and seminars are efficient when integrated with international experiences.  Orff Schulwerk International Meetings and ISME Conferences have shown me ways that could be helpful to Czech teachers.  The hope of Czech Orff Society is: if only Czech music teachers do not enclose themselves in their small Czech world but demonstrate again that ‘Every Czech is a Musician’ using the authentic sources but also international experiences!

Jarmila Kotůlková
email:  jkotulkova@isp.cz


Dr. Jan Pirner (jan.pirner@seznam.cz)
After studies at the Faculty of Education of Charles University and Musicology at the Faculty of Arts works
1/as the choirmaster of childrenʼs choir Radost Praha
2/as the as the guarantor of choirmaster workshops and administrator of the music library and editor of the Polyhymnia Bohemica choral series at the National Information and Consulting Centre for Culture
3/ as an editor of the academic journal Hudební věda (Musicology) at the Department of Music History of the Institute of Ethnology of the Czech Academy of Sciences
Was a member of the boys’ choir Pueri gaudentes, from the past till now a member of Kühn Choir of Prague, the Prague Chamber Choir, the Czech National Choir, and extern member of the Prague Philharmonic Choir  
Awards from Kaunas Cantat in Lithuania, from Prague 7 for Cultural Achievements and from the Czech Choirs Association as a Choirmaster junior.

MgA. Mgr. Hana Havelková (HanaHawel@seznam.cz)

Doctoral student at Department of Music Education, Faculty of Education, Masaryk University in Brno, after masters degrees in Music and Dance Education.
Works at Primary Art School in Kroměříž with the experience as a dancer, choreographer, and musician, who has taught in the past music and dance for different age groups using a variety of styles and techniques
Is the leaver of the Carl Orff Institute - Advanced Studies in Salzburg and Music Teaching Internship at the San Francisco School.

Jarmila Kotůlková, PhDr. (kotulkovaj@centrum.cz)
Past lecturer in music pedagogy and music theory at the Prague Conservatory of Music, for 35 years general music educator in the system of Czech schools of many kinds and levels, focus on early childhood music education
Now active in the field of Elemental music education at the International School of Prague.  Member of CEESA and AMIS.
As the past president of Czech Orff Society participates at national and international conferences of long life learning in Orff Schulwerk with a cross to other didactic ways.
Participation of ISME activities in CEPROM and Active Music Making (today called Applied Pedagogies)

Presenters
avatar for Hanna Havelková

Hanna Havelková

Doctoral student, Masaryk University
MgA. Mgr. Hana HavelkováDoctoral student at Department of Music Education, Faculty of Education, Masaryk University in Brno, after masters degrees in Music and Dance Education. Worked at Primary Art School in Kroměříž with the experience as a dancer, choreographer, and musician... Read More →
avatar for Jarka Kotůlková

Jarka Kotůlková

ISP
Past lecturer in music pedagogy and music theory at the Prague Conservatory of Music, for 42 years general music educator in the system of Czech schools of many kinds and levels, focus on early childhood music education. Past president of Czech Orff Society, ISME member from 2002... Read More →
avatar for Jan Pirner

Jan Pirner

choirmaster, Children´s choir Radost Praha, The National Information and Consulting Centre for Culture


Sunday July 8, 2018 3:30pm - 5:00pm
Havel Room Malé náměstí 11, 2nd Floor

5:30pm

Welcome Reception
Cafe Rudolfinum - Home of the Czech Philharmonic
Google Map: Alšovo nábř. 79/12, 110 00 Staré Město, Praha
Website: CafeRudolfinum.cz

Enter from the water side of the Rudolfinum (around to the left of the facade), not up the main staircase.

Walking Directions from Hotel Rott (8 minutes)

Welcome reception with brief remarks from MISTEC Commissioners and the education office of the Czech Philharmonic.


 
Monday, July 9
 

8:30am

9:00am

9:30am

Paper 2: Getting out of Carnegie Hall: Problematizing a musician-teacher collaboration
Ailbhe Kenny

Presenters
avatar for Ailbhe Kenny

Ailbhe Kenny

Lecturer Music Education, Mary Immaculate College


Monday July 9, 2018 9:30am - 10:30am
Havel Room Malé náměstí 11, 2nd Floor

10:30am

Poster Lightning Talks & Coffee - Room 1
In this session, all poster presenters will have the opportunity to spend 5 minutes briefly providing an overview of their poster session/topic, prior to their session scheduled for later in the week.  The lightning talk session will take place across three different breakout spaces, and each poster will be discussed for 5 minutes (maximum).  

  1. Maia Harrison - ‘I Know What I Like!’ – Using Student Consultation and Feedback in the Design of an Inclusive Music Education
  2. Ben Leslie John Chambers - " The Art of running a Music Department" - The serious business of music education leadership
  3. Christine Jane Nicholas - An Exploration of First Nations Music Of Australia and Orff Schulwerk – Developing Musical Understanding Through Culturally Sensitive Activities
  4. Kyna Nokomis Elliott - Differentiated Instruction in the Instrumental Classroom: Creating a Meaningful Experience for All
  5. Joshua Paul Emanuel - Easy Computer Music Programming with Scratch
  6. Fiona King - Enhancing music integration through critical and creative thinking in Australian primary schools
  7. Pauline Ann Black - Improvisation as disruptive pedagogy: challenging hegemony in music education
  8. Pablo Marin-Liebana - Students' musical identities in primary school curriculum in Valencia, Spain
  9. Anne-Margaret Power - The creative tide swells
  10. Koji Matsunobu & Yutaka Saito - Valuing long-term impacts of primary music education in a progressive school



Presenters
avatar for Josh Emanuel

Josh Emanuel

Music Teacher; PhD Student, Nanuet Union Free School District; New York University
Joshua Emanuel is a music educator, percussionist, and music technology specialist from Suffern, NY. He received his B.M. in music education from the Crane School of Music at SUNY Potsdam and his M.S. in music technology from Indiana University Purdue University Indianapolis and has... Read More →
avatar for Maia Harrison

Maia Harrison

Music Coordinator, Orana Steiner School
avatar for Fiona King

Fiona King

PhD candidate and sessional academic, RMIT University
Fiona King is a tertiary arts educator, researcher and professional musician. Following two decades of performing arts teaching in primary, secondary and tertiary settings, she now delivers arts education units specifically for pre-service teachers and Master of Teaching students... Read More →
avatar for Pablo Marin-Liebana

Pablo Marin-Liebana

Research staff, University of Valencia
avatar for Koji Matsunobu

Koji Matsunobu

Koji Matsunobu is a musician, educator, and ethnographer. After completing a Ph.D. in music education, he became a Fulbright Graduate Scholar and earned another Ph.D. in secondary and continuing education at the University of Illinois at Urbana-Champaign. Prior to joining the Education... Read More →
avatar for Christine Jane Nicholas

Christine Jane Nicholas

Specialist MusicTeacher, Willandra Primary School
I am a classroom music teacher with a special interest in embedding Aboriginal cultures in Australian music education programs. I am also very interested in relationships between culture, politics and the Arts, especially music


Monday July 9, 2018 10:30am - 12:00pm
Mucha Room Malé náměstí 11, 2nd Floor

10:30am

Poster Lightning Talks & Coffee - Room 2
In this session, all poster presenters will have the opportunity to spend 5 minutes briefly providing an overview of their poster session/topic, prior to their session scheduled for later in the week.  The lightning talk session will take place across three different breakout spaces, and each poster will be discussed for 5 minutes (maximum).  

  1. Jaclyn Francis Paul - "Who am I?": Evaluating the Utility of the Twenty Statements Test & Music Is Survey as Research Tools
  2. Leslie Stewart Rose - Game theory to enhance musical learning
  3. Guan Tao Tao - A Study of Acculturation and Teaching Strategy for Multicultural Music Course: A Case Study of Minority Students in Yanyuan County in Tibetan-Yi Corridor
  4. Chi-hin Leung - Examination-oriented music composition training: The current teaching phenomena of creating at the Hong Kong Diploma of Secondary Education level
  5. Felicity Anne Andreasen - Criteria for selection: mastery gaps for musically gifted primary school leavers.
  6. Linda Webb - Sharing preliminary data in developing the musical experiences and knowledges of primary school classroom teachers and their students in New Zealand.
  7. Leonid Sprikut - Hidden Messages in Music Education: The Discovery of the Profession
  8. Chris Marple - Student Perceptions of the Missing High School Chorister: Why Do Students Drop Choir?
  9. Maria Cristina De Carvalho Cascelli De Azevedo - The intercultural music education challenges: reflections from a Brazilian experience in PIBID -TOCA music project
  10. Nicha Chansitthichok - Collaborative Teaching Between Non-Musical Graduation Teacher and Local Musician in Music Classroom
  11. Bernadette McNamara - Music mentoring – professional learning for K-2 classroom teachers. The impact beyond the first year of Richard Gill’s Australian Music Teacher Mentoring Program



Presenters
avatar for Chi Hin Leung

Chi Hin Leung

Assistant Professor, The Education University of Hong Kong
Dr Chi-hin Leung’s compositions mix elements of East and West, in the process revealing the composer’s diverse cultural background and his particular interest in timbral and textural explorations. His works have been featured as part of, amongst others, ISCM World New Music Days... Read More →
avatar for Leslie Stewart Rose

Leslie Stewart Rose

Professor; Director of Concurrent Teacher Education, OISE University of Toronto
I work in initial teacher education and graduate studies at OISE/UT. My areas of interest are: arts education (with a specialty in music and drama); play, games, and creativity; dialogic inquiry; and equity studies and how teachers make sense of theory&practice.
LS

Leonid Sprikut

Music Education, University of Toronto, Canada


Monday July 9, 2018 10:30am - 12:00pm
Kupka Room Malé náměstí 11, 2nd Floor

10:30am

Poster Lightning Talks & Coffee - Room 3
In this session, all poster presenters will have the opportunity to spend 5 minutes briefly providing an overview of their poster session/topic, prior to their session scheduled for later in the week.  The lightning talk session will take place across three different breakout spaces, and each poster will be discussed for 5 minutes (maximum).  

  1. Rachael Dwyer - “Music is special”: The place of the specialist music teacher within a process of arts curriculum reform
  2. Lori F Gray - A music education professor’s journey: transitions through personal and professional identity
  3. Lori Gray - Montessori Teaching and Learning: A Collaborative Musical Journey
  4. Melissa J Eick - Background Characteristics, Identity Issues, and Mentoring Process Perceptions of Undergraduate Instrumentalists as Predictors of Applied Music Teaching Success
  5. Crystal Sieger - Exploring Rural Music Education: In-service Teacher Perceptions and Preparing for the Future
  6. David A. Rickels - Flipping the classroom in music teacher education
  7. Jennifer Rowley - Building capacity and musical identity in music pre-service teachers through regional professional experience
  8. Claudia Braz Nunes - Music teaching as a career - learning through the lives of Portuguese music educators
  9. Elise Sobol - Music assisted P-12 life learning for teacher preparation programs
  10. Lisa Lorenzino & Margaret De Castro - Narrative Approaches to Developing Music Teacher Identity



Presenters
avatar for Melissa J Eick

Melissa J Eick

Graduate Teaching Assistant, University of Miami
avatar for Lori F Gray

Lori F Gray

Director of Music Education, Boise State University
avatar for David A. Rickels

David A. Rickels

Associate Professor of Music Education, University of Colorado Boulder
Chair-elect, Society for Music Teacher Education (NAfME/USA)
avatar for Jennifer Rowley

Jennifer Rowley

A/Prof, Sydney Conservatorium of Music
I currently work in Music Education at the Sydney Conservatorium of Music (SCM) at The University of Sydney where my role is in teacher education training musicians to be music teachers. Within this role, I co-ordinates the professional experience (practicum) placement program for... Read More →
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Crystal Sieger

Assistant Professor, University of Wyoming
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Elise Sobol

Visiting Associate Professor of Music Education, Coordinator Music Licensure Programs, New York University


Monday July 9, 2018 10:30am - 12:00pm
Seifert Room Malé náměstí 11, 2nd Floor

10:30am

Poster Lightning Talks & Coffee - Room 4
In this session, all poster presenters will have the opportunity to spend 5 minutes briefly providing an overview of their poster session/topic, prior to their session scheduled for later in the week.  The lightning talk session will take place across three different breakout spaces, and each poster will be discussed for 5 minutes (maximum).  
  1. Christine Condaris - Reworking Music 101: An Extreme Hands-On Learning Approach for Non-Musicians
  2. Zara Vaillancourt - What is music appreciation?
  3. Stephanie Mayer Sattin, David Kaplan - Creating Kungfu Musicians: Martial Arts Practice, Principles, and Health in the Music Classroom
  4. Noithip Chalermsanyakorn - A study of the methods of teaching melodic aural skills in piano lessons for adult beginners.
  5. Marci Malone DeAmbrose - Beyond the “First-Generation”: A Methodological Review of Mixed Methods Research in Music Education to Further Objectives of Music Instruction
  6. Janice N. Killian.The Face of Global Music Education: Shared Visions / Shared Concerns / Shared Research Questions
  7. Flavia Narita - Teachers’ knowledge: a lifelong learning (trans)formative musical practice
  8. Amy Jo Wickstrom - Music education and special education: bridging the gap through undergraduate and graduate courses
  9. Kyle Chandler, Jing Liu, Eva Kwan, Karabo Mogane, Sezen Ozeke, Shahanum Sha, & Stephen Zdzinski - Pedagogical Content Skill Knowledge: Connecting a Global Music Teacher Educator Community
  10. Ed McClellan - Yearlong Student Teaching: Innovative Approaches for Music Teacher Preparation in the U.S. and Communities of Practice that Contribute to Undergraduate Music Teacher Identity Construction

Presenters
avatar for Kyle Chandler

Kyle Chandler

Director of Music Education, Arkansas State University
avatar for Dr. Marci Malone DeAmbrose

Dr. Marci Malone DeAmbrose

General Music Teacher, Lincoln Public Schools
I teach general music for Lincoln Public Schools at a Title I elementary school. My research interests include the adolescent changing voice transgender changing voice, culturally relevant teaching, and student attitudes and perceptions of singing. Recent presentations include the... Read More →
avatar for Janice N Killian

Janice N Killian

Professor & Chair-Music Education, Texas Tech Universtiy
I am passionate about music educator preparation and research.
EK

Eva Kwan

Assistant Professor, Taylor University
avatar for Jing Liu

Jing Liu

Faculty, Music Education, Hunan First Normal University
avatar for Stephanie  Mayer-Sattin

Stephanie Mayer-Sattin

Bullis School Instrumental Conductor and Wudang Wellness Education Director, Bullis School, Wudang Wellness
avatar for Edward McClellan

Edward McClellan

Associate Professor, Coordinator of Music Education, Loyola University New Orleans
avatar for Zara Pierre Vaillancourt

Zara Pierre Vaillancourt

Lecturer, Université Laval
This is a brief bio.
avatar for Amy Jo Wickstrom

Amy Jo Wickstrom

Graduate Teaching Assistant, Boise State University
I am currently a graduate teaching assistant and student at Boise State University pursuing graduate degrees in both music education and special education. I am passionate about providing an appropriate, high quality music education to all students including students that qualify... Read More →

Sponsors

Monday July 9, 2018 10:30am - 12:00pm
Slavicky Room

12:00pm

1:00pm

2:00pm

Paper 4: Sowing the seeds of global lifelong learning through music: Advancing early childhood music education together with Hong Kong teachers
Discussion Questions 
1. In this study, action research has been used to bring more impact from research to practice. From your experience, do you use action research too? If not, what is your method to draw a close connection between research and practice? 
2. Through an interdisciplinary curriculum that integrated music, the current project aimed to develop students’ love of learning and interest in school work, and eventually lead to life-long learning. Do you have other suggestions as music educators to achieve this goal? 
3. The global trend of adapting contemporary educational approach such as student-centered learning and interdisciplinary curriculum is popular in many countries in the world. Is that the case in your country? If so, do you need to make adjustment in adapting it to your culture?


Lily Chen-Hafteck, University of California, USA, & 
Marina Wai-Yee Wong, Hong Kong Baptist University, Hong Kong.

Abstract 
Music in preschool is important, as it can motivate young children’s love of learning and sow the seeds of lifelong learning globally. The present study aimed to facilitate the Hong Kong preschool teachers in critically evaluating their music pedagogy and reflecting on how to advance the implementation of a comprehensive, creative and culturally responsive early childhood music curriculum in Hong Kong. Action research method was used and qualitative data were collected. Ten teachers from three preschools participated. During three months, eight lessons were observed and post-observation meetings were conducted. Through the action research cycle of observing – reflecting – identifying problem – developing action plan – acting on the plan – back to observing, etc., teachers and researchers were able to develop more efficient teaching strategies and lesson plans after each meeting. Data were collected through pre- and post-project interviews and questionnaires with teachers, interviews with principals and video-recordings of all the lessons observed. It was found that action research can help teachers in increasing their confidence in teaching music and interdisciplinary arts lessons. By integrating music into the preschool curriculum while providing high quality music learning experiences, children were motivated to learn music and performed well. Moreover, the Hong Kong culture is a special one that combines Chinese and Western ideologies. Deep inside, teachers possess a lot of the traditional Chinese values. During the project, the participating teachers became aware that any foreign teaching philosophy and methods need to be adapted and adjusted according to student learning needs so that they are suitable to the local Hong Kong children. They had to work on the balancing act between teacher-directed and child-centered approaches in their teaching in order to achieve an effective learning environment in the classroom without sacrificing children’s opportunity to express their creativity. 

Keywords :In-service teacher education, Hong Kong, preschool 

Presenters

Monday July 9, 2018 2:00pm - 3:00pm
Havel Room Malé náměstí 11, 2nd Floor

3:00pm

Workshop 1: STEAM education: Empowering students to become music inventors through the application of coding electronic building blocks and contemporary music composition techniques
Discussion Questions 
1. To what extent does instrument making be a kind of music making?
2. What is the difficulty of incorporating the STEAM initiative in classroom music?
3. How does the “traditional” paradigm of creative music-making activity be shifted under the STEAM initiative?

Recently, there are strong needs to promote STEAM education to nurture students' creativity, collaboration and problem-solving skills through the integration of academic disciplines namely Science, Technology, Engineering, Arts and Mathematics. With the funding of Teaching Development Grant by the University, the presenter has successfully launched a course entitled Creativity in Music which features musical creativity and STEAM education. It enables student of different levels to enjoy creative music-making and foster innovation. 

The workshop aims at providing hands-on experience to the participants on how to incorporate coding software, electronic building blocks and contemporary music composition techniques in classroom music. The content of the workshop will provide hands-on experiences to the participants in which they will be guided to (1) Invent a musical instrument(s) through the application of electronic building blocks; and (2) Create/Improvise a piece of creative music for the instruments. The presenter will demonstrate how to design a music programme by applying relevant coding language which connects objects with virtual patch to create interactive sounds for the invented electronic instrument. 
Note: The presenter will provide necessary electronic building blocks for the workshop participants.

Keywords: STEAM; Music Composition; Coding; Technology; Electronic Building Blocks



Presenters
avatar for Chi Hin Leung

Chi Hin Leung

Assistant Professor, The Education University of Hong Kong
Dr Chi-hin Leung’s compositions mix elements of East and West, in the process revealing the composer’s diverse cultural background and his particular interest in timbral and textural explorations. His works have been featured as part of, amongst others, ISCM World New Music Days... Read More →


Monday July 9, 2018 3:00pm - 4:00pm
Havel Room Malé náměstí 11, 2nd Floor

4:00pm

4:30pm

Paper 5: "Music harms you": A refugee student narrates his music learning journey
Discussion Questions 
1. Are there music programs or other specific activities, which help refugee/immigrant pupils/students to incorporate in a class environment and help the rest of the pupils/students build bridges with new cultures? 
2. In what ways can a music teacher in your country help a refugee/immigrant student to integrate in the new “homeland”? 
3. Do you know other music journey stories concerning refugee pupils/students in your country? Are there any similarities or differences when compared to Mohammed’s experience? 


In a rapidly changing world, the number of refugee children who integrate in education is increasing. Each of them carries a unique musical heritage of his/her origin country and music learning continues. One of these refugee children is Mohammed, who narrates his music learning journey from his homeland to Greece, his integration in the Greek educational system and music lessons, the barriers and difficulties which he faces and his music expectations and dreams in the new country. Apart from his narration, data have been collected by interviewing his music teacher at Junior High School and his guardian. Mohammed’s story reminds us and underlines the importance of music education for refugees and asylum-seeking children, the role of the school and the music teacher’s approach, as well as the effort of these children to fulfill the need to belong and their expectations.

Presenters
avatar for Elissavet Perakaki

Elissavet Perakaki

Head teacher, Music Educator, Directorate of Secondary Education, Pireaus


Monday July 9, 2018 4:30pm - 5:30pm
Havel Room Malé náměstí 11, 2nd Floor

5:30pm

7:00pm

The Tap Tap Ensemble Concert
Walking directions  (16 minutes) from Hotel Rott to Divadlo Archa - Tap Tap Concert.

Divadlo Archa Address: Na Poříčí 1047/26, 110 00 Nové Město, Praha

Video of The Tap Tap: https://www.youtube.com/watch?v=lDHWijET22A




 
Tuesday, July 10
 

8:00am

8:30am

Lessons from Global Visions intercultural music teacher education program
The purpose of this seminar is to share the benefits and challenges of engaging in collaborative intercultural research in music teacher education. The presentations are based on an ongoing research project, “Global visions through mobilizing networks: Co-developing intercultural music teacher education in Finland, Israel and Nepal”, funded by the Academy of Finland in 2015-2019 and involving over 15 researchers worldwide. The presenters will shed light on the multifarious opportunities for individual, collective and institutional learning in work that aims to develop intercultural music teacher education by creating mobilizing networks beyond our local and national contexts. So far, the experiences from the ongoing project can be briefly summed up like this: “If you prefer your status quo, we don’t suggest you do the ‘co-’”!

The overall purpose of the “Global visions through mobilizing networks” project is to develop visions for intercultural music teacher education through collaborative intercultural research involving three different institutions, namely the Sibelius Academy of the University of the Arts Helsinki (Finland), the Nepal Music Center (Nepal) and the Levinsky College of Education (Israel). At the present we are more than halfway through the project, which runs from 2015-2019, and have already learnt some valuable lessons. One of the main overarching experiences and findings so far has been the insight that, in order to develop interculturally sensitive educational programs and research approaches we need to adhere to theoretical and ideological lenses that allow for heterogeneous and kaleidoscopic reflexivity and avoid panoptical and ocularcentric conceptions of diversity. Moreover, if intercultural knowledge production should happen in fruitful and sound ways, we also need to include the ethico-political dimensions of such interaction. In this presentation, we will highlight these dimensions while also give examples from the ongoing program.

Heidi Westerlund (Sibelius Academy, University of the Arts Helsinki, Finland) & Sidsel Karlsen (Norwegian Academy of Music, Norway)


Tuesday July 10, 2018 8:30am - 9:00am
Havel Room Malé náměstí 11, 2nd Floor

9:00am

To imagine, aspire, inquire and take action: Experiences co-constructing visions with music teachers in the Kathmandu Valley
This presentation explores how co-constructing visions might engage teachers as inquirers in a majority world context by reflecting upon sixteen Appreciative Inquiry workshops I co-facilitated involving over 50 Nepali musician-teachers in the Kathmandu Valley in 2016. It extends the Anglo-American concept of teachers’ visions (Hammerness, 2004) through Indian-born socio-cultural anthropologist Arjun Appadurai’s notions of the imagination (1996) and the social and cultural capacity to aspire (2004). In the presentation, I will reflect on the processes that took place when co-constructing visions, including the ways co-constructing visions may have been the fuel for action, and analyse the implications of the resulting co-constructed visions. The findings highlight the importance of developing and supporting collaborative learning for the development of both preservice and inservice music teacher education.   

Danielle Treacy (Sibelius Academy, University of the Arts Helsinki, Finland)

Presenters
avatar for Danielle Treacy

Danielle Treacy

Doctoral researcher, Sibelius Academy, University of the Arts Helsinki


Tuesday July 10, 2018 9:00am - 9:30am
Havel Room Malé náměstí 11, 2nd Floor

9:30am

Challenging a Finnish folk musician's professional self: Artistic and pedagogical transformations in Nepal
Educational development, and the transformation it entails, is a multifaceted and, at times, difficult process. In this presentation I reflexively examine and reflect upon the process of a cross-national and inter-institutional educational development, in which I took part. As a Finnish music educator and scholar, my work took place in Nepal, working together with local educators to design and establish a new music Performance Diploma program. This program emphasizes traditional music, its contemporary forms of performing as well as research and pedagogy.
 
The cross-cultural nature of this work presented a number of challenges, but also opportunities, relating to artistic and pedagogical transformation. The focus of this presentation is not necessarily on the formation of the intercultural professional learning community in Nepal, but the impact on my own professional self. As part of the collaborative process, difficulties arose from the cultural and linguistic differences, value dimensions and communication styles. Discomfort was ever present in the work. An ability to stay open to and learn from the culture of the ‘Other’, while acknowledging, reflecting upon and responding to matters, questions, beliefs and values in one’s local surroundings was challenging for the individuals involved in the work. Nonetheless, the findings suggest that acknowledgment and acceptance of cultural complexities may enable emergence of the ‘third space’ where new pedagogical and artistic practices, tools, concepts, and understandings can be co-created and sustainable music education development can take place.

Vilma Timonen (Sibelius Academy, University of the Arts Helsinki, Finland)

Presenters
avatar for Vilma Timonen

Vilma Timonen

Senior Lecturer, Sibelius Academy
Vilma Timonen is a Lecturer in Folk Music at Sibelius Academy, University of the Arts. Her extensive career as a pedagogue and musician comprehends working in various fields of teacher education as well as being one of the pioneers bringing traditional Finnish folk instrument Kantele... Read More →


Tuesday July 10, 2018 9:30am - 10:00am
Havel Room Malé náměstí 11, 2nd Floor

10:00am

Institutional perspectives, developments and experiences in Finland, Israel and Nepal
Iman Shah (Nepal Music Center, Kathmandu, Nepal), Amira Ehrlich (Levinsky College of Education, Israel), Naomi Perl (Levinsky College of Education/Mandel Institute of Educational Leadership, Israel), Sidsel Karlsen (Inland Norway University of Applied Sciences, Norway) & Heidi Westerlund (Sibelius Academy, University of the Arts Helsinki, Finland)

Presenters
avatar for Amira Ehrlich

Amira Ehrlich

Program Coordinator - Graduate Studies (M.Ed) in Music Education, Levinsky College of Education, ISRAEL


Tuesday July 10, 2018 10:00am - 10:30am
Havel Room Malé náměstí 11, 2nd Floor

10:30am

11:00am

Initiating collegial collaboration against dominant ideology: Conversations between an Orthodox Jew and a devout Muslim music teacher educator in Israel
Contemporary Israeli society is characterized by socio-political tensions and norms of socio-religious segregation. In education, this is experienced through mandates that allocate populations to segregated institutions according to socio-religious affiliations – structural segregation that mirrors the broader geo-political profiles of many Israeli neighborhoods, towns, cities, and entire regions. Most specifically, scholars have noted norms of overwhelming disconnect between Jews and Arabs in Israel, warning against possible consequences that lead to little mutual knowledge of each other, and ultimately promote the perpetuation of a social pathology of violence.  

In challenging these divisive local norms, this presentation presents a rare dialogue between two religiously observant music educators: a Jewish orthodox woman, and a Muslim man. Together, we embarked on a journey of exploration, searching for new possibilities for mutual understanding and identification. Creating a commitment and framework for on-going collegial dialogue, we worked to document, explore, and expose the ways in which we each negotiate our personal obligations to religious observances within our respective daily practices of music teacher education.

In many ways, our commitment to collegial dialogue emerged as no less important than the interreligious factor of our work. The mutual sharing between two lecturers of music teacher education working within the same institution revealed the importance of collegial dialogue in challenging institutional norms of cultural sensitivity, and in re-considering the preparation of pre-service teachers for their future work within diverse and segregated socio-religious populations.
This presentation exemplifies how college campus can act as a safe place, dislocated from daily socio-geographical-political tensions – a place where a Jewish religious woman and a Muslim man can sit down together and converse. Finally, this presentation suggests what practices of music teacher education can benefit from the cultivation of such conversations.

Amira Ehrlich (Levinsky College of Education, Israel)

Presenters
avatar for Amira Ehrlich

Amira Ehrlich

Program Coordinator - Graduate Studies (M.Ed) in Music Education, Levinsky College of Education, ISRAEL


Tuesday July 10, 2018 11:00am - 11:30am
Havel Room Malé náměstí 11, 2nd Floor

11:30am

Cultivating a decolonial imagination in music teacher education
In this presentation I explore the potentials for cultivating a decolonial imagination (Savransky 2017) in music teacher education through a case study of a Finnish university outreach project. As the sixth iteration of the project, this was the first engagement with Indigenous Sámi communities and cultures, with staff and student-teachers traveling from the capital Helsinki, to teach school-aged children in Sápmi, the traditional Sámi homelands in the far North. Through examining two student music teachers’ and one teacher educator’s changing understandings of coloniality and privilege (Balto & Østmo 2012; Kallio & Länsman, submitted), I argue that approaches to music teacher education predicated on the incremental integration of culturally minoritized groups cannot allow for the imagination required to confront the mechanisms of injustice and inequality (Patel 2013). In rejecting a politics of inclusion that reinforces the dominance and hegemony of western onto-epistemologies, in this presentation I ask: what does the decolonisation of music teacher education demand if it is to be more than an empty signifier of inequality? (Tuck & Yang 2012).

References:
Balto, A. & Østmo, L. (2012). Multicultural studies from a Sámi perspective: Bringing traditions and challenges in an indigenous setting. Issues in Educational Research, 22(1), 1-17.

Kallio, A.A. & Länsman, H. (2018). Sámi Re-Imaginings of Equality in/through Extracurricular Arts Education in Finland. International Journal of Education and the Arts, 19(7), Retrieved from https://doi.org/10.18113/P8ijea1907
Patel, L. (2013). Youth held at the border: Immigration, education, and the politics of inclusion. New York: Teachers College Press.
Savransky, M. (2017). A decolonial imagination: Sociology, anthropology and the politics of reality. Sociology, 51(1), 11-26.
Tuck, E. & Yang, K.W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education and Society, 1(1), 1-40.


Presenters
avatar for Alexis Anja Kallio

Alexis Anja Kallio

Postdoctoral Research Fellow, Sibelius Academy, University of the Arts Helsinki


Tuesday July 10, 2018 11:30am - 12:00pm
Havel Room Malé náměstí 11, 2nd Floor

12:00pm

Workshop: Searching for commonalities and diversities in music teacher education
This workshop will include both individual and group reflection, prompted by topics and questions presented by the workshop organizers. The aim is to discuss diversities in music teacher education on a broad level, and to explore what might enable or hinder the implementation of approaches more sensitive to diversity in such educational contexts.


Tuesday July 10, 2018 12:00pm - 1:30pm
Havel Room Malé náměstí 11, 2nd Floor

1:30pm

Lunch
Tuesday July 10, 2018 1:30pm - 2:30pm
Student Lounge Malé námesti 11, 2nd floor

2:30pm

MISTEC Tours of Prague
Two hour long walking tours of Prague (groups of 20) departing from Malé náměstí (small square) outside NYU Prague at 2:30pm, 2:45pm, and 3:00pm.  Confirm group and time at registration.

Tuesday July 10, 2018 2:30pm - 5:30pm
Malé náměstí Malé náměstí, Praha

5:30pm

 
Wednesday, July 11
 

8:30am

9:00am

Paper 6: Reflections on a three-way mentoring program using ePortfolios: I Pagliacci (Leoncavallo) under the Buddy Mentoring Program
Narelle Yeo and Jennifer Rowley invite you to read our paper and to explore the following questions together with collegaues on Wedesday (bright and early at 9am!) in an interactive hour presentation with lots of group discusson time and activities to take away for developing your own ideas about mentoring programs.

Questions for discussion:
1. How do the artistic goals of public performance meld with a mentoring project for performers of different experience and abilities?

2. How do ePortfolios enable effective personal reflection and learning outcomes for music students?

3. How effective are mentoring projects in instilling graduate qualities in students?

 

Presenters
avatar for Jennifer Rowley

Jennifer Rowley

A/Prof, Sydney Conservatorium of Music
I currently work in Music Education at the Sydney Conservatorium of Music (SCM) at The University of Sydney where my role is in teacher education training musicians to be music teachers. Within this role, I co-ordinates the professional experience (practicum) placement program for... Read More →
avatar for Narelle Yeo

Narelle Yeo

Senior Lecturer, Sydney Conservatorium of Music
I am a singer, director, educator, mentor, creative who is interested in fostering creativity using music as a powerful tool for change. My research areas are mentoring, performance practice, ethics and identity, complex and adaptive systems and the social power of music in educ... Read More →


Wednesday July 11, 2018 9:00am - 10:00am
Havel Room Malé náměstí 11, 2nd Floor

10:00am

Paper 7: Lifelong learning through music: Opportunities for teacher education
Discussion Questions 
1. What is your experience/are your thoughts on innovative ways of curriculum delivery? What makes it/them innovative? How does/did it/they impact on learner behaviour? 
2. Since teaching benefits from a good model, how has teacher education in your country evolved with respect to tooling and equipping the teacher to meet expectations? 
3. Since music has content and processes, participation in music is ideally an aspect of life-long learning. Can you identify with such a statement? Elaborate how or how not. 

Presenters
avatar for Emily Achieng Akuno

Emily Achieng Akuno

Professor, The Co-operative University of Kenya


Wednesday July 11, 2018 10:00am - 11:00am
Havel Room Malé náměstí 11, 2nd Floor

11:00am

Social Posters Session #1 & Coffee
  1. Maia Harrison - ‘I Know What I Like!’ – Using Student Consultation and Feedback in the Design of an Inclusive Music Education
  2. Ben Leslie John Chambers - " The Art of running a Music Department" - The serious business of music education leadership
  3. Jaclyn Francis Paul - "Who am I?": Evaluating the Utility of the Twenty Statements Test & Music Is Survey as Research Tools
  4. Ed McClellan - Yearlong Student Teaching: Innovative Approaches for Music Teacher Preparation in the U.S. and Communities of Practice that Contribute to Undergraduate Music Teacher Identity Construction
  5. Rachael Dwyer - “Music is special”: The place of the specialist music teacher within a process of arts curriculum reform
  6. Leslie Stewart Rose - Game theory to enhance musical learning
  7. Kyle Chandler, Eva Kwan, Jing Lui, Karabo Mogane, Sezen Ozeke, Shahanum Sha, & Stephen Zdzinski - Pedagogical Content Skill Knowledge: Connecting a Global Music Teacher Educator Community
  8. Lori F Gray - A music education professor’s journey: transitions through personal and professional identity
  9. Guan Tao Tao - A Study of Acculturation and Teaching Strategy for Multicultural Music Course: A Case Study of Minority Students in Yanyuan County in Tibetan-Yi Corridor
  10. Noithip Chalermsanyakorn - A study of the methods of teaching melodic aural skills in piano lessons for adult beginners.
  11. Christine Jane Nicholas - An Exploration of First Nations Music Of Australia and Orff Schulwerk – Developing Musical Understanding Through Culturally Sensitive Activities
  12. Melissa J Eick - Background Characteristics, Identity Issues, and Mentoring Process Perceptions of Undergraduate Instrumentalists as Predictors of Applied Music Teaching Success
  13. Marci Malone DeAmbrose - Beyond the “First-Generation”: A Methodological Review of Mixed Methods Research in Music Education to Further Objectives of Music Instruction
  14. Nicha Chansitthichok - Collaborative Teaching Between Non-Musical Graduation Teacher and Local Musician in Music Classroom
  15. Stephanie Mayer Sattin, David Kaplan - Creating Kungfu Musicians: Martial Arts Practice, Principles, and Health in the Music Classroom
  16. Felicity Anne Andreasen - Criteria for selection: mastery gaps for musically gifted primary school leavers.
  17. Cleniece Mbeche - Cultural relevance in music instruction
  18. Linda Webb - Developing generalist classroom teacher’s knowledge, skills & capability in music education in New Zealand through a Professional Learning & Development (PLD) Participatory Action Research (PAR) Individual Inquiry & Community of Learning (CoL)
  19. Kyna Nokomis Elliott - Differentiated Instruction in the Instrumental Classroom: Creating a Meaningful Experience for All
  20. Joshua Paul Emanuel - Easy Computer Music Programming with Scratch
  21. Fiona King - Enhancing music integration through critical and creative thinking in Australian primary schools
  22. Anne-Margaret Power - The creative tide swells

12:00pm

Paper 8: Drawing on experience: Using visual images to promote professional identity development in pre-service music teachers
Discussion Questions 
1. In what situations, or with which students, might drawing and/or visual imagery be effective? (as a means of generating data, or as a teaching/learning experience)? 

2. What effects might the images of teachers widely disseminated across social media sites such as Facebook have on the developing identities of pre-service teachers? 

3. How important are the visual images used in university advertising for music education degress, and what should they depict? 

4. How do you "see" yourself as a teacher? 

Presenters
avatar for Wendy Brooks

Wendy Brooks

Director, Upper Hunter Conservatorium of Music


Wednesday July 11, 2018 12:00pm - 1:00pm
Havel Room Malé náměstí 11, 2nd Floor

1:00pm

Lunch
Wednesday July 11, 2018 1:00pm - 2:00pm
Student Lounge Malé námesti 11, 2nd floor

2:00pm

Workshop 2: Video as pedagogy: Scaffolding, supporting, structuring, and sustaining teacher reflection in music education
Discussion Questions 
1.How do the video tools explored in this session contribute to insightful teacher professional development? 

2.What are the features of various video discussion platforms and how can they support music teacher education in different learning stages or settings?

3.What are some of the ethical considerations when planning to use video?

4.In what ways does the use of video promote and foster organizational and collaborative skills in student teachers?

5.How can mentors help novices and educators move beyond examining “what” happened during a teaching episode and understand “why” they teach as they do, “how” their teaching actions impact the classroom and ‘if’ teaching activities result in actual student learning.

Presenters
avatar for Frank Heuser

Frank Heuser

FRANK HEUSER is head of the Music Education area in the Department of Music at UCLA.  Most recently, he served on the music education faculty at the University of Oregon, where his duties included undergraduate instruction as well as graduate teaching and research advisement.  His... Read More →
avatar for Paula Hughes

Paula Hughes

Lecturer in Keyboard and Academic Studies, DIT Conservatory of Music and Drama, Dublin
avatar for Mildred Yi

Mildred Yi

Lecturer, Music Education, University of California, Los Angeles


Wednesday July 11, 2018 2:00pm - 3:00pm
Havel Room Malé náměstí 11, 2nd Floor

3:00pm

3:30pm

Educators' guide to the orchestra: How to train your musician
This session will share ways of collaborating with musicians across 3 different projects exploring a variety of approaches and skills needed in this educational work. We will cover 3 key components of artist-educator collaborations: motivation, planning and feedback, and finally "soft skills" and personal integrity.

This session is a special education showcase of the Czech Philharmonic.

Presenters
KB

Klára Boudalová

Czech Philharmonic


Wednesday July 11, 2018 3:30pm - 4:30pm
Havel Room Malé náměstí 11, 2nd Floor

4:30pm

Paper 9: A life-long perspective to growing music teacher identity
The paper presents a life-long perspective and ecological approach to growing music teacher identity. It posits that growing the music teacher identity involves working towards episodes when music teachers feel close to the core of their beings as music teachers. In view of diverse possibilities of music teacher identity and the broader goals of music teacher growth, the study adapted transformative learning theory in support of the growth of music teacher identity. The paper frames the discussion on music teacher growth to examine the links between biography, identity and sense of agency. It argues that music teacher identity is a unique composite of different facets of one’s self – the ethical self, self-efficacy, self-concept, possible self, emotional self, teaching self, musical self, we-self and more. It urges for an openness to broader definitions, different images of quality, and different possibilities of a music teacher identity. It also argues for a broadened definition of transformative learning as a theoretical frame for understanding and promoting the growth of music teachers. This transformative learning is one that goes beyond focussing on the rational and critical thinking to focussing on the whole being of the person. Using a two-phase, exploratory, mixed methods design, the research integrated both phenomenological and quantitative perspectives. The Phase 1 qualitative study of 12 participants revealed themes that supported transformative learning drawn from what these participants considered to be critical turning points in the development of their professional identities. The Phase 2 questionnaire study (n=168) showed the extent to which different types of music experiences, perceived music abilities and other developmental opportunities are positively or negatively associated with the perceived music teaching abilities and identity of different groups of music teachers (specialists and generalists, primary and secondary, beginning and experienced teachers). The findings suggest that transformative learning experiences were created by interactions between teachers’ personal identity, their activist identity, their music and teaching experiences, the impact of students, their social relationships, and the opportunities and pragmatic tensions afforded by the ecological nature of the social world. The areas that influence teacher growth, paradoxically, could also be the same areas that inhibit teacher growth. This ecological perspective to learning could help shift our focus from “What we can do for teachers’ professional development?” to “What conditions could support or prevent positive transformative learning of music teachers?”.

Presenters
avatar for Siew Ling Chua

Siew Ling Chua

Singapore Teachers' Academy for the aRts


Wednesday July 11, 2018 4:30pm - 5:30pm
Havel Room Malé náměstí 11, 2nd Floor

7:00pm

Conference Dinner
Conference Dinner at Terasa U Prince (LIMITED PRE-REGISTRATION ONLY)

Special Thanks to the University of the Arts Helsinki Sibelius Academy for their generous sponsorship of the conference dinner. 

Address: Staroměstské nám. 29, 110 00 Staré Město, Praha

Enter at ground level and take elevator to 4th floor. Walk up two flights of stairs to rooftop. Follow signs.

Walking Directions from Hotel Rott (1 minute)


 
Thursday, July 12
 

8:30am

9:00am

Paper 10: Jump in and run with it: Taking a creative risk
Discussion Questions 
1. Does this partnership approach (primary generalist teachers, visiting artists, music education students, community music students) appear useful for working with student music teachers at the very start of their initial teacher (secondary) education programmes? 

2. The theme of the week 'jump in and run with it' was to encourage everyone to take a creative risk. This has implications for planning processes and structures. How do you view this improvisatory approach to pedagogy with regard to beginning music teachers? 

3. Music teachers may go on to have portfolio careers - teaching music not only in schools, but also in community settings and in informal contexts. Do you have any student placement opportunities that you can share that might be an alternative model in your initial teacher education programmes? 

Presenters
avatar for Pauline Black

Pauline Black

Lecturer in Music Education / Freelance Practitioner, University of Aberdeen
I have worked as a music education lecturer at the University of Aberdeen since 2012 and I am Programme Director of the BMus (Hons) Education programme and Performance Coordinator in the department. I have over twenty years teaching experience and I continue to spend one day per... Read More →


Thursday July 12, 2018 9:00am - 10:00am
Havel Room Malé náměstí 11, 2nd Floor

10:00am

Paper 11: Musical Futures professional learning in the classroom
Discussion Questions 
1. For the teachers in the research, the translation from professional learning (PL) experience was complex. The teachers chose to implement aspects of the PL that aligned with their values, how might this restrict the aims of a PL experience?

2. The PL experiences encountered by the teachers resonated with their prior experiences as learners and their existing teaching approach. As music educators, is there an approach that resonates with you? Was it similar or different to what you experienced as a learner?

3. How effective are PL models/experiences and how do we know? Most evaluation is done via a survey at the end of a workshop rather than after a period of time. How can we evaluate the effectiveness of PL? 


Presenters
avatar for Neryl Jeanneret

Neryl Jeanneret

Associate Professor, Melbourne Graduate School of Education
EW

Emily Wilson

PhD candidate, University of Melbourne
Emily Wilson is currently a PhD candidate and lecturer at the Melbourne Graduate School of Education, University of Melbourne. She lectures in secondary and primary pre-service teacher education. Emily has over 10 years experience teaching classroom and instrumental music at primary... Read More →


Thursday July 12, 2018 10:00am - 11:00am
Havel Room Malé náměstí 11, 2nd Floor

11:00am

Social Posters Session #2 & Coffee
  1. Chi-hin Leung - Examination-oriented music composition training: The current teaching phenomena of creating at the Hong Kong Diploma of Secondary Education level
  2. Crystal Sieger - Exploring Rural Music Education: In-service Teacher Perceptions and Preparing for the Future
  3. David A. Rickels - Flipping the classroom in music teacher education
  4. Leonid Sprikut - Hidden Messages in Music Education: The Discovery of the Profession
  5. Pauline Ann Black - Improvisation as disruptive pedagogy: challenging hegemony in music education
  6. Zara Vaillancourt - What is music appreciation?
  7. Elise Sobol - Music assisted P-12 life learning for teacher preparation programs
  8. Amy Jo Wickstrom - Music education and special education: bridging the gap through undergraduate and graduate courses
  9. Bernadette McNamara - Music mentoring – professional learning for K-2 classroom teachers. The impact beyond the first year of Richard Gill’s Australian Music Teacher Mentoring Program
  10. Claudia Braz Nunes - Music teaching as a career - learning through the lives of Portuguese music educators
  11. Janice N. Killian.The Face of Global Music Education: Shared Visions / Shared Concerns / Shared Research Questions
  12. Lisa Lorenzino, Margaret De Castro - Narrative Approaches to Developing Music Teacher Identity
  13. Christine Condaris - Reworking Music 101: An Extreme Hands-On Learning Approach for Non-Musicians
  14. Chris Marple - Student Perceptions of the Missing High School Chorister: Why Do Students Drop Choir?
  15. Pablo Marin-Liebana - Students' musical identities in primary school curriculum in Valencia, Spain

  16. Maria Cristina De Carvalho Cascelli De Azevedo - The intercultural music education challenges: reflections from a Brazilian experience in PIBID -TOCA music project
  17. Koji Matsunobu & Yutaka Saito - Valuing long-term impacts of primary music education in a progressive school
  18. Jennifer Rowley - Building capacity and musical identity in music pre-service teachers through regional professional experience
  19. Lori Gray -  Montessori Teaching and Learning: A Collaborative Musical Journey
  20. Flavia Narita - Teachers’ knowledge: a lifelong learning (trans)formative musical practice
                                                           
       

12:00pm

Paper 12: What I learned from prison: Practice teaching with community-based learning partners
Discussion Questions 

1. What specific strategies do/could you employ to create reciprocal/integrated relationships with schools (or other organizations) and mentor teachers who work with your preservice music teachers?

2. How do/might preservice music teachers investigate the CONTEXT in which they will teach prior to or in the early stages of their practice teaching experience? How might this information be brought back into collegiate course discussions and/or course content?

3. Since student reflection is a vital component of community-based learning, what types of "directed critical reflection" questions could students encounter, that would prompt them to connect course content with actual practice teaching experiences with children?

4. What challenges might you and your preservice music teachers face in creating bilateral (or multilateral) relationships with school partners? What are suggestions for addressing these challenges?

Presenters

Thursday July 12, 2018 12:00pm - 1:00pm
Havel Room Malé náměstí 11, 2nd Floor

1:00pm

Lunch
Thursday July 12, 2018 1:00pm - 2:00pm
Student Lounge Malé námesti 11, 2nd floor

2:00pm

Workshop 3: Recomposed: Engaging secondary school students through meaningful composition projects
Discussion Questions 
1. Do these projects presented today focus most heavily on musicianship, composition, performance, musicology, or a considered balance? 
2.Does the assessment design capitalize more on extrinsic or intrinsic motivation to improve music outcomes? 
3.What is the applicability of this approach to music assessment in other jurisdictions? Are there opportunities to pivot practice in other jurisdictions? 


In recent years, music students at Brisbane Girls Grammar School have undertaken ambitious collaborative composition projects in order to discover the ‘pleasure of the rigour’ of music learning. From interpreting a production brief by Taylor Swift in the middle school through to recomposing full orchestral scores for pre-existing films and full-scale reinterpretations of the works of iconic artists and poets, students immerse themselves in targeted activities designed to develop skills in improvisation, composition, performance and recording.

This workshop will engage participants in specific examples of the measured steps taken in the classroom, demonstrating formative learning experiences through the teenage years and highlighting ways teachers can encourage students to produce high-calibre, polished performances of original works. Example student responses will be used throughout to illustrate end products.

Across the suite of activities in the workshop, participants will experience first-hand the five-year evolution of skills required for a final culminating group composition. Active music making in the session will reinforce the applicability of an aural-vocal programme when designing programmes to ensure students are equipped with skills to compose in a real-world context.

Presenters
avatar for Andrew Pennay

Andrew Pennay

Director of Creative Arts, Brisbane Girls Grammar School


Thursday July 12, 2018 2:00pm - 3:00pm
Havel Room Malé náměstí 11, 2nd Floor

3:00pm

Paper 13: Digital media use and secondary music education
Discussion Questions 
  1. We have just started to analyze these data. We are interested in your experience, your questions about our data in order to explore it further.
  2. Our data mirrors the general literature, girls interact more socially with the technology while boys are engaged in "interest-driven practices", identifying as geeks, gamers, creative, etc. Should we be concerned about these gender differences? Do these differences have implications for how we design our learning environments?
  3. Should we be concerned that students are not doing very creative things with technology in school? Given the changing nature of the work world, how can we engage students in entrepreneurial ways in our music education classrooms?
  4. How might we create greater connections between students' creative technology use in-school and outside of school? How might we harness the creative potential of digital media use in our classrooms in order to continue to be relevant, allowing students to express themselves in new ways?


Presenters
avatar for Susan O'Neill

Susan O'Neill

Simon Fraser University
avatar for Zara Pierre Vaillancourt

Zara Pierre Vaillancourt

Lecturer, Université Laval
This is a brief bio.


Thursday July 12, 2018 3:00pm - 4:00pm
Havel Room Malé náměstí 11, 2nd Floor

4:00pm

6:00pm

FUSIONISM Interactive Art & Music Exhibition
The Old Wastewater Treatment in Bubeneč will host an exhibition of a Prague’s born artist, who is considered to be the father of fusionism. This art style movement represents a fusion of painting, sculpture, light, sound, theatre, video and digital art.

Visitors are also invited to participate at a special workshop, held on July 12 from 6.00 p.m. which will be attended by the foremost fusion artists (Doron Polak, Maria Clarck, Ophira Avisar, Gray Luigi Benassai, Gaetano Terrana, Rolf Maria, Oh Zee, Keith Patchel, 3 Juliana Dancers, Greg Schenk, Ron Kolm, Rafi Baler, Amir Eshel, Roei Greenberg and Lee Michael Klein).

More info: https://www.fusionism.art/about/

Admission free