A Report on the NAfME Music Research & Teacher Education National Conference: Diversity, Equity, Inclusion, & Access

Lauri Hogle

Music education researchers, music teacher educators, program leaders, music administra- tors, curriculum specialists, P-12 music educa- tors, and graduate students in music education joined together for the biennial NAfME Music Research and Teacher Education National Con- ference in Atlanta, GA from March 22-24, 2018. Tree branches met concurrently: Te Society for Research in Music Education (SRME), Te Society for Music Teacher Education (SMTE), and Te Council of Music Program Leaders (CMPL). Within a common conference focus on Diversity, Equity, Inclusion, and Access, participants dialogued through research pre- sentations, symposium sessions, and collo- quium sessions. Troughout the conference, I experienced a burning question: how can we actively and proactively support meaningful innovations that ultimately benefit all P-12 music learners, advancing and furthering music education?

Exploring this question, SMTE members focus specifically on music teacher education, dia- loguing within Areas for Strategic Planning and Action, or ASPAs. Current ASPA interests include: Critical Examination of Curricula, Cultural Diversity and Social Justice, Music Teacher Educators: Identification, Preparation, and Professional Development, Music Teacher Health and Wellness, Music Teacher Identity Development, Policy, Supporting Beginning Music Teachers, Professional Development for the Experienced Teacher, Program Admission, Assessment, and Alignment, School/University Partnerships, Teacher Evaluation, and Teacher

Recruitment. Information about the work of the ASPAs can be found at

Well-represented at the national conference, Michigan music educators presented broad ranges of music education research blended with music teacher education research ideas in concurrent and collaborative dialogue, unified around the common theme of the conference. For example, Heather N. Shouldice, Ph.D., As- sociate Professor of Music Education at Eastern Michigan University, explored the experiences of seven fourth-grade students and the ways in which their musical identities, self-percep- tions of their musical abilities, and motivation to participate in future musical activities are influenced by school music class. Data included numerous student interviews, student-journal entries, and twice weekly observations over 3 months. Lauri A. Hogle, Ph.D., Visiting Assis- tant Professor of Music Education at Oakland University, explored collaborative music learn- ing processes of multi-age learners in a choral ensemble, primarily studying existing videore- cordings of fourteen rehearsals and two perfor- mances. Participants included fourteen learn- ers, ten from inner city neighborhoods and four from affluent suburbs of a major Midwestern city. Emergent themes included contagious musical agency and the key role of emotion in musical agency as all learners engaged in peer scaffolding, caring for and helping one another through problem-solving experiences.

Amorette Languell, Ph.D., Assistant Professor of Music Education at Northern Michigan



Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36