spect [this book] as required reading in the choral methods course I teach. My students find it inspiring. Tey seem to appreciate, as do I the breadth and depth with which Sieck explores the many variables affecting an inclusive versus exclusive classroom environment. Te book certainly gener- ates some lively discussions both in and out of class! Sieck’s nuanced explanations help the reader view controversial or difficult topics through a multifaceted lens leading one to a more balanced understanding of the issues at play. While written specifically for musicians, teachers, and teacher educators specializing in choral music education, other music educators will undoubtedly find this book a valuable read.


References


Fonder, M. (2014). Another perspective: No default or reset necessary – ensembles enrich many. Music Educators Journal, 101(2), 89. doi: 10.1177/0027432114553776


Fuelberth, R. and Todd, C. (2017). “I dream a world”: In- clusivity in choral music education. Music Educators Journal, 104(2) 38-44. doi: 10.1177/0027432117735875


Parr, C. (2006) Eight simple rules for singing multicultur- al music, Music Educators Journal, 93(1), 34-37. doi: 10.2307/3693428


Williams, D. A., Kratus, J., Benedict, C., Edwards, R., & Fond- er, M. (2015). Large ensembles – pro and con [Reader comment: Letter to the editor]. Music Educators Jour- nal, 101(4), 8-11. doi: 10.1177/0027432115583952


Sieck, S. (2017). Teaching with respect: Inclusive pedagogy for choral directors. Milwaukee, WI: Hal Leonard.


Yoo, H. (2017). Multicultural choral music pedagogy based on the facet model. Music Educators Journal, 104(1), 34- 39. doi: 10.1177/0027432117708602


Abby Butler is an Associate Profes- sor at Wayne State University where she teaches undergraduate courses in music education and supervises student teachers. Her passion for teacher preparation with a focus on social justice, decision-making, and choral music is reflected in regional, national and international publi- cations and presentations. Butler earned a Ph.D. in music education from the University of Arizona aſter


teaching K-12 music for thirteen years in New Hampshire public schools


Editorial Board


Te editorial board urges readers to submit articles of interest to our profession, and encourages this important professional de- velopment activity for all members. Articles may be authored or co-authored, address other relevant topics/areas (see columns, at right), and may be considered at any time. Submitted articles will be peer-reviewed by the editor and editorial board members with editing and production in process for five to six months ahead of the publication date. See the published Guidelines for Con- tributors (on page 45 of this issue) for fur- ther information.


Please submit articles electronically to the Editor: hornbach@hope.edu


MMEA Editorial Board Positions Adult Learners


Open


Book & Media Reviews Marie McCarthy


Choral Open


Collegiate Mary Land


Composition Open


Cultural Diversity & Social Justice


Kate Philp Early Childhood &


General Music Amy Fenton


Higher Education Lauri Hogle


Instrumental Jeremy Duby


Jazz Keith Hall


Policy / Advocacy Ryan Shaw


Research Charles Norris


Special Learners Angela Snell


Technology Denise Lewis


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