Newsletter (December 2, 2019)

Were you hoping to submit a proposal to MusCan? The deadline has been extended to January 2020. Calls for participation and calls for proposals for Racialised Performance in Western Classical Music in Europe and the UKDecolonising the Musical University, and a series on culturally responsive teaching in music are also included this week. Be sure to save the date for NIME7, the 7th International Conference on Narrative Inquiry in Music Education. Additionally, there are several position vacancies listed below.
MayDay Group Colloquium 32 will be held June 30-July 2, 2020 in Eugene, Oregon. Calls for proposals are due January 6, 2020. Click here for the colloquium website.
Announcements

  • Save the Date: 7th International Conference on Narrative Inquiry in Music Education (NIME7)
  • Extended Deadline: MusCan Annual Conference 2020
Conferences & Calls
  • Series on Culturally Responsive Teaching in Music
  • Racialised Performance in Western Classical Music in Europe and the UK
  • Decolonising the Musical University
Position Vacancies
  • Assistant Professor of General Music Education – University of Utah
  • Assistant Professor of Music Education – Western Illinois University
  • Assistant Professor – Northern Michigan University
  • Lecturer in Instrumental Music Education – Queens College, City University of New York
  • Assistant Professor of Music Education – Lehman College, City University of New York
  • Assistant or Associate Professor in Music or Music Education – McGill University
  • Assistant/Associate Professor – Piedmont College Conservatory of Music

Read the full newsletter here:  http://bit.ly/2qq6P5k 

Newsletter (November 15, 2019)

In this edition of the newsletter, you will find:
Conferences & Calls
  • ISME Pre-Conference Seminars
  • Society for Music Education Ireland – Dublin 2020
  • Foro Internacional de Educación Musical Veracruz 2020
Position Vacancies
  • Postdoctorate Position – The University of Music and Performing Arts Graz
  • Assistant Professor of Music Education (Choral) – Northern Kentucky University School of the Arts
  • Assistant Professor of Music, Music Education – Coastal Carolina University
  • Assistant/Associate Professor of Music and Human Learning – Augsberg University
  • Assistant Professor of Music Education – Syracuse University
  • Assistant/Associate Professor of Music and Human Learning – University of Texas, Austin
  • Assistant Professor of Music Education (Instrumental Music) – Indiana University Southeast
  • Assistant Professor of Music (Choral) – Virginia Commonwealth University
  • Assistant Professor of Music (Strings and Music Education) – Longwood University
  • Assistant Professor of Music Education – Augustana College
  • Assistant Professor of Music Education – Augusta University
  • Director of Bands – University of the Pacific

See the full posts via: http://campaign.r20.constantcontact.com/render?m=1102570574389&ca=1c291426-0c43-49f4-982a-898e83735656

Newsletter (October 11, 2019)

In this issue, alongside a bumper crop of job listings and call for proposals, details for Colloquium 32 are now live https://mdg32.weebly.com/. There has perhaps never been a more pressing moment for us to problem pose notions of sustainability, equity, diversity, and inclusivity. MDG Colloquium 32 represents a vital opportunity for us to reflect on our own educative practices; now and into the future.
The newsletter also includes even more:
 
Conferences & Calls
  • IASPM Journal – Special Issue
  • Oxford Symposium on the History of Music Education
  • 2020 Biennial Music Research and Teacher Education Conference
  • South Carolina Music Educators Association – State Conference Poster Session
Position Vacancies
  • Area Leader (Music Education) – Royal College of Music
  • Assistant Professor (Music Education) – University of Maryland, College Park
  • Assistant Professor  (Music Education) – State University of New York Potsdam
  • Assistant Professor (Instrumental Music Education) – University of New Mexico
  • Assistant Professor (Music Education) – University of North Carolina – Wilmington
  • Assistant/Associate Professor (Music and Human Learning) – University of Texas at Austin
  • Assistant/Associate Professor (Music Education) – Illinois State University
  • Music Education Chair – John Hopkins University: Peabody Conservatory
  • Assistant Professor of Music – St. Lawrence University
  • Assistant/Associate Professor (Music Education) – Texas State University
  • Assistant Professor of Music Ed. Choral – University of Memphis
Read the entire newsletter here: http://bit.ly/2MPQo9J

Newsletter (September 16, 2019)

The MayDay Group is delighted to announce that Action, Criticism, and Theory for Music Education 18.3 is now online! This special issue of ACT focuses on decolonization. With the work of Guest Editor Guillermo Rosabal-Coto, this issue is “special” in a couple of ways: first, the topic is timely and of great importance for educators world-wide. Secondly, and perhaps more importantly, this issue of ACT seeks to reach beyond the English-only audience. Several of the articles accepted for this issue were originally written in either Spanish or Portuguese. Both those original versions, along with their English translations, appear in this issue. We expect that the perspectives presented by these authors will enrich ongoing dialogues about coloniality and its ongoing impact on music education.
In this newsletter, you’ll also find several calls for proposals, including ISME, CMEA, APME, and a conference on Gender, Sexuality, and Equity in Grove Music Online. Additionally, there are a number of position vacancies.

Overview

Announcements
  • ACT 18.3 now available online
  • World Music Pedagogy Workshop – Society for Ethnomusicology

 

Conferences & Calls 
  • Persons with Disabilities in Arts, Science and Education Conference
  • ISME World Conference & Pre-Conference Seminars
  • Association for Popular Music Education (APME) Conference
  • International Summit on Gender, Sexuality, and Equity in Grove Music Online **EXTENDED DEADLINE**
  • Colorado Music Educators Association (CMEA) Clinic/Conference
Position Vacancies
  • Assistant Professor of Music Education (2 positions) – Boston University
  • Assistant Professor of Choral Music Education – Florida State University
  • Assistant Professor of Music Education – University of Kansas
  • Assistant Professor of Music Education (Choral) – Southern Methodist University
  • Assistant/Associate Professor of Music Education – Illinois State University
  • Assistant Professor of Choral Music – University of Wisconsin-Eau Claire
  • Assistant Professor of Music Education – St. Olaf College
  • Associate or Full Professor of Music Education – Northwestern University
  • Assistant Professor of Music Education – Rowan University
  • Assistant Professor of Music Education (Choral) – Shenandoah University
  • Assistant Professor or Associate Professor of Music Education – Texas State University

Read the full newsletter here: http://bit.ly/2mdUWNb

Announcement – ACT 18.3 is now live

ACT 18.3 is now live at act.maydaygroup.org/current-issue/
This special issue of ACT focuses on decolonization. With the work of Guest Editor Guillermo Rosabal-Coto, this issue is “special” in a couple of ways: first, the topic is timely and of great importance for educators world-wide. Secondly, and perhaps more importantly, this issue of ACT seeks to reach beyond the English-only audience. Several of the articles accepted for this issue were originally written in either Spanish or Portuguese. Both those original versions, along with their English translations, appear in this issue. We expect that the perspectives presented by these authors will enrich ongoing dialogues about coloniality and its ongoing impact on music education.

Newsletter (August 28, 2019)

For those of you turning your thoughts to conferences, there are several calls for proposals in this MDG newsletter for you, including GMEA, VMEA, PMEA, the Symposium on Research in Choral Singing, the New York State School Winter Conference, and the CMS Pacific Southwest Conference. For those on the job hunt or looking for a change, there are a few position vacancies as well.

Conferences & Calls
  • Georgia Music Educators Association In-Service Conference
  • Symposium on Research in Choral Singing – American Choral Directors Association
  • Virginia Music Educators Association Professional Development Conference
  • 2020 Pennsylvania Music Educators Association (PMEA) Annual In-Service Conference
  • New York State School Music Association Winter Conference
  • College Music Society – 7th Pacific Southwest Conference, “Music and Social Justice: Issues in Diversity,
  • Sustainability, and Engagement”
Position Vacancies
  • Assistant Professor of Music Education – St. Olaf College
  • Executive Director – Feierabend Association for Music Education
  • Assistant/Associate Professor/Director of Wind Band Studies – Pennsylvania State University

Read the entire newsletter here: http://bit.ly/2HAAcr1 

Newsletter (August 8, 2019)

This newsletter contains several important announcements, the first being that the new publication of ACT (volume 18 issue 2) now available online. ACT has also released a call for papers for the next special edition on neoliberalism which might interest many of our members. We hope that preparations for the new academic year go well for you all. Enjoy the month of August!

Newsletter Overview:
Announcements
  • Act 18.2 is now available online
  • Book Release: Teaching Music: The Urban Experience (Routledge)
Conferences & Calls
  • Action, Criticism, and Theory for Music Education (ACT)
  • ISME Publications Committee
  • Teaching and Learning Difficult Topics in the Music Classroom
  • International Summit on Gender, Sexuality, and Equity in Grove Music Online
  • Teaching Electronic Music (Routledge Modern Musicology in the College Classroom Series)
  • Society for Ethnomusicology Education Section – World Music Pedagogy Workshop
Position Vacancies
  • Choir Director – Delaware State University

Read the entire newsletter here: http://bit.ly/2YQ2LKR 

Announcement: Call for Papers – Action, Criticism, and Theory for Music Education (ACT)

A special issue critically examining the influence of neoliberal capitalism on music education

Neoliberal capitalism is a contemporary political and economic ideology favouring free trade, privatization, minimal government influence on business, and reduced public expenditure on social services. Its influence has been cited as the engine behind rising social and economic inequality worldwide and as the basis of citizens’ loss of a sense of social responsibility in numerous world societies.  In recent years, increasing numbers of scholars have decried the influence of neoliberal capitalist ideology on education, arguing that its influence has collapsed education into training and that educational institutions have largely adopted the mission of business schools (e.g., Apple, 2011, Giroux, 2019).

Some might argue that music education has accorded with a neoliberal capitalist orientation throughout its history, insofar as music teachers have placed greater emphasis in their teaching on performances and on the creation of musical works (both as marketable products) and less on fostering students’ understanding of the cultural practices from which they emerge and the social processes they reflect.  Others maintain that education in music and “the arts” within the study of “the humanities” has served—and continues to serve—as an important balancing force in society, asserting that it promotes co-operation, collaboration, empathy, reading ability, critical analysis, and aesthetic discernment, as well as awareness of history, valuing of cultural differences, and consideration of non-conformist thinking.

With these perspectives in mind, the editors of ACT invite submissions for a special issue critically examining the influence of neoliberal capitalism on music education.

Possible questions:

  • How does the competitive market logic of neoliberal capitalism influence the teaching and assessment practices of music educators?
  • How might technologies of music lesson planning, such as backward design (Wiggins & McTighe, 2005), contribute to advancing neoliberal educational thinking within music education?
  • What might be the role of music education methods, or methodolatries (Regelski, 2002), in reinforcing neoliberal thinking in students? Do they serve as balancing forces in education, and if so, how?
  • How do neoliberal capitalist notions of creativity converge with and diverge from the concepts of musical creativity espoused within the field of music education?
  • In what ways does a primary curricular focus on western art music support a neoliberal agenda? (The same question could be asked of multicultural music education, with its embrace of so-called “world music.”)
  • How might music education be envisioned in a society whose politics and economy are evolving away from the economic extremes of neoliberal capitalism and toward a more socially balanced and societally equitable alternative? What are such alternatives, and how might musicians and music educators be supporting or hindering such evolution?

Please submit your paper via e-mail no later than midnight, March 1, 2020 to the ACT Co-Editors: Dr. Deborah Bradley at debbradley42@gmail.com and Dr. Scott Goble at scott.goble@ubc.ca. Proposals will be blind reviewed and notification will be sent via email by June 1, 2020.

References

Apple, M. W. (2011). Democratic education in neoliberal and neoconservative times, International Studies in Sociology of Education, 21(1): 21-31.  DOI: 10.1080/09620214.2011.543850

Giroux, H. A. (2019). Authoritarianism and the challenge of higher education in the age of Trump.  Action, Criticism, and Theory for Music Education, 18(1): 6–25. DOI: 10.22176/act18.1.6

Regelski, T. A. (2002). On “methodolatry” and music teaching as critical and reflective praxis.  Bloomington, IN: Philosophy of Music Education Review, 10(2): 102-123. ISSN: 1543-3412

Wiggins, G., & McTighe, J. (2005). Understanding by design. (2nd ed.). Alexandria, VA: Association for Supervision & Curriculum Development. ISBN-13: 978-1416600350

Newsletter (July 17, 2019)

Congratulations to MDG member Juliet Hess on the publication of her book, Music Education for Social Change: Constructing an Activist Music Education, as well as to MDG members David J. Elliott, Marissa Silverman, and Gary E. McPherson on their edited book The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education.
The MayDay Group is also pleased to share news of the inaugural issue of theInternational Journal of Music in Early Childhood; and of a new publishing space for eBooks and eMaterials in music education, F-flat BooksF-flat Bookslaunches this month with three texts by Gareth Dylan SmithMatt Clauhs, and Sarah Gulish. There is also news below about the 2019 AES High School Audio Educators Conference, the ISME South Asia Regional Conference, and several position vacancies.
The full newsletter includes:
Announcements 

  • Book Announcement – Music Education for Social Change: Constructing an Activist Music Education, by Juliet Hess
  • Book Announcement – The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education edited by David J. Elliott, Marissa Silverman, and Gary E. McPherson
  • eBooks and eMaterials Publisher Launch – F Flat Books
  • Inaugural Issue – International Journal of Music in Early Childhood
Conferences & Calls
  • 2019 AES High School Audio Educators Conference
  • The 2nd International Society for Music Education (ISME) South Asia Regional Conference
Position Vacancies
  • Assistant Professor & Director of Bands – Murray State University
  • Assistant Lecturer in Education (Music Education) – Mary Immaculate College
  • Temporary Instructor, Orchestra and String Education – Arkansas State University

 

Read the full newsletter here: http://bit.ly/2XVkEs9

MDG Discussion for Shevock’s (2019) “Waste in Popular Music Education: Rock’s Problematic Metaphor and Instrument-Making for Eco-Literacy.”

Join us on the MDG Facebook group or our Twitter feed to engage in a discussion around Dan Shevock’s newest TOPICS publications. Dan has generously generated discussion questions to encourage conversation.


Waste in Popular Music Education: Rock’s Problematic Metaphor and Instrument-Making for Eco-Literacy

Daniel J. Shevock
Penn State Altoona & State College Friends School, PA, USA

Abstract: Popular music education can ease or worsen the waste problem. Waste refers to things with “no value,” and the Global North produces a lot of waste. Not limited to material, waste can be seen as a dominant metaphor in rock music. The guiding question for this essay is, what opportunity does rock music present for cultivating eco-literacy through music? Before we can find solutions though, we need to recognize rock’s distinctive ecological challenges. Popular music is both implicated in the challenge of waste, and can help music educators explore opportunities for resistance. In music education, qualitative research suggests instrument-making increases knowledge, interest, creativity, and builds attachment to an instrument, in addition to reducing material waste. In our field’s move to incorporate popular musics, instrument-making can be a part of eco-literate music pedagogy.

Keywords: popular music education, rock music, eco-literacy, waste, instrument-making

To access the full article via TOPICS: http://bit.ly/2NbzRQI 


Discussion questions from the author:

  1. I argue for a link between material and metaphorical waste. The root seems to be capitalism. But what is the nature of that correlation? It doesn’t seem to be a numeric relationship—e.g., 1 hr. of metaphorical waste = 1 lb. of material waste. But we produce metaphorical waste (nonmusicians, “F” grades, dropouts, passivity) as well as material waste (e-waste, plastics, CO2); and those two seem connected in some way.
  2. Rock isn’t the only wasteful or even the most consumed genre. In 2018, Rock represents 14% of album consumption, where Hip-Hop/Rap represents 21.7%, Pop 20.1%, R&B 10.6%, Latin 9.4%, County 8.7%, EDM 3.9%, and Religious 3.2% (link: https://www.statista.com/statistics/310746/share-music-album-sales-us-genre/). How is waste embedded and challenged in these other genres; and as we incorporate these genres in school music do we worsen or alleviate metaphorical waste by privileging those who have access to instruction (often suburbanites), and inhibiting those who do not?
  3. Orr conceives of eco-literacy as comprehending “interrelatedness” and cultivating an “attitude of care or stewardship.” What additional opportunities for cultivating eco-literacy through popular music education did I miss by focusing on a teaching technique (instrument-making) and teacher awareness of the “postmodern r’s”?