ࡱ> ad\]^_` ubjbjHH 3|"q_"q_{6$$(((((1(1(1(8i(,1(:y//.///0N57DFFFFFF~FQ(80088F((//TCTCTC80(/(/DTC8DTCTC8Hp3Xx?.<00 KCK HHK(TC888FF8C8888888K888888888$ &: vlog College of the Arts CURRICULUM VITAE PERSONAL DATA Marissa Silverman Professor of Music Tenure Date: September 2014 HIGHER EDUCATION DEGREES Institution Dates Attended Degree and Major Date Conferred New York University 2000-2004 PhD Music Performance May, 2004 Pace University 2005-2007 MST Education May, 2007 SUNY Purchase 1996-1998 MFA Music Performance May, 1998 New York University 1991-1995 BA English and American Literature May, 1995 Title of Dissertation How a Performer Makes Meaning in Music: An Analysis of Selected Interpretations by Pianist Gregory Haimovsky, Applying Louise M. Rosenblatts Reader Response Theory TRAINING 2024 Trauma-informed Schools Using the Multi-tiered Systems of Support Framework 2019 Modern Band Higher Education Fellowship: Little Kids Rock TEACHING CAREER AT MONTCLAIR STATE Department Rank Dates Music Assistant Professor Sept 2009-2014 Music Associate Professor Sept 2014-2021 Music Professor Sept 2021-present TEACHING CAREER OUTSIDE MONTCLAIR STATE Institution Department Rank Dates New York University Music Adjunct Professor 2000-2009 Rutgers Music Adjunct Professor 2009 Brooklyn College Music Adjunct Professor 2008 Long Island City HS English and Music Teacher 2005-2009 PROFESSIONAL BACKGROUND TEACHING EXPERIENCE Cali Summer Music Camp: July 5-14, 2017 Co-Taught: Music history and theory (with Lisa DeLorenzo) High school students, grades 9-12, from Newark, Elizabeth, and Passaic, NJ Cali Summer Music Camp: July 4-15, 2016 Co-Taught: Music history and theory (with Lisa DeLorenzo) High school students, grades 9-12, from Newark, Elizabeth, and Passaic, NJ Courses taught: Applied Flute Lessons (Undergraduate): MUAP 428 Freshmen Seminar (Undergraduate): MUGN 199 Introduction to Music Education (Undergraduate): MUED 200 Practicum for Music Education (Undergraduate): MUED 201 Foundations of Music Education (Undergraduate): MUED 203 Woodwind Techniques I single reeds: clarinet and saxophones (Undergraduate and Graduate): MUED 206 Woodwind Techniques II flutes and double reeds (Undergraduate and Graduate): MUED 208 Classroom Methods II: Secondary Methods (Undergraduate): MUED 321 Critical Issues in Music Education (Graduate): MUED 502 Pedagogy of the Complete Musician (Graduate): MUED 503 Teaching Music as Democratic Practice (Graduate): MUED 555 Teaching Global Musics (Graduate): MUED 560 Critical and Creative Thinking in Music (Graduate): MUED 570 Seminar in Music Education: Research (Graduate): MUED 603 Field Project in Music Education (Graduate): MUED 695 Flute Ensemble (Undergraduate and Graduate): MUEN 180 Chamber Music (Undergraduate and Graduate): MUEN 180 Music in Time, Place, and Ideas 1890 to the present (Undergraduate): MUHS 407 Seminar in Historical Research (Graduate): MUHS 604 Music History Seminar: 20th Century The Music of Olivier Messiaen and Dmitri Shostakovich (Graduate): MUHS 605 Curriculum Design in Inclusive Classrooms (Undergraduate): SASE 320 Student Teacher Supervision (elementary and secondary school placements in general, choral, and instrumental music education) Independent Study in Music Education: Bodily Autonomy and Choral Pedagogy Independent Study in Music Education: Practical Strategies and Teaching Tools for the Beginning Pianist Independent Study in Music Education: Talent and Creativity Independent Study in Music Education: Multicultural Music Teaching and Learning Independent Study in Music Education: Psychology of Music Independent Study in Music Education: LGBTQ+ Identity and Music Teaching and Learning Graduate Independent Study in Music History: The Music of Gustav Mahler Guest Instructor in Creative Thinking (Undergraduate): CRTH-151, Summer 2012, Fall 2013, Fall 2015, Spring 2017, Fall 2017 MA Thesis Supervision: 2026 Anne Pascale: The Female Music Educators Experience in the Context of Secondary Instrumental Band Sarah Williams: Self-Objectification in Choral Music Education Julia Duncan: Joy and Burnout in Music Teaching 2025 Ken Barry: Utilizing Movement Strategies in an Elementary Instrumental Music Program 2024 Jocelynn Mattingly: Music Education for Students with Autism in a Self-Contained Classroom Amanda Murro: Belonging and Identity through Participation in Jazz Band Trey Shore: Call Me Maestro: How Band Teachers Enact Gender in a Masculine World Michael Tatoris: Accommodating the Music Room for Post-Pandemic Students 2022 Elizabeth Przywara: Voice and Gender Identity Formation: Adolescent Choral Singers Perspectives Michelle Williams: Non-verbal Students in the Music Classroom: A Case Study Jason Weinstein: Beginner Instrumental Students and Popular Music: Introducing Popular Music to Class Veronica Lawrence: Student Song Selection, Arranging, and Feelings of Ownership in Urban Secondary School Music Ensembles 2018 William Cook: Helping Students Learn to Read and Play from Music Notation Courtney Serpone: Incorporating Themes of Social Justice into the Middle School Choral Classroom Rebecca Hoffler: Student Retention in the Middle School Band Program: Why do Students Drop? Cara Pernas: Investigating Strategies for Teaching ESL Students in a High School Music Classroom Allicia Giannakos: Exploring Practice Strategies with Young Musicians Autumn DEsposito: Musical Independence and its Utilization in the Middle School General Music Classroom David Gallagher: Student Perspective on Pull-Out Lessons and the Standardized Rigor of Todays Schools 2017 Kevin Schadel: Relationships BetweenWestern European Art MusicandNavajo Students 2016 Kim Chiesa: Methods of Increasing Note Reading Facility in Beginner String Students Cori Jensen: Experiences of Learning Popular Music in Middle School Choir Claudia Scaran: The Role of Rap in Public School Music Education 2014 Kristen Boyer: Differentiated Assessment in the Music Classroom Brendan Hughes: A Survey of the Current State of Technology-Based Music Classes Joanna Scarangello: Moral and Character Education in the Middle School Choral Ensemble: A Philosophical Inquiry Kristin Bungert: What Should I Teach My Students? A Philosophical Inquiry Steven DeLuca: The Values and Artistry of American Music Styles Timothy Alworth: The Effect of Commissioning a Composer for Middle School Band Shang Ying-Lee: Assessment in String Music Education: A Descriptive Study Lisa Morales: Teaching Techniques in Music Education for a Student with Autism 2013 Lauren Brink: Musical Emotions: A Review of Literature 2012 Craig Yaremko: Musicianship and Improvisation in Middle School Band Daniel Lipper: Free Musical Play: A Comparative Case Study of the Musical Play Preferences of Students in a Pre-K Classroom Michael Yannuzzi: The Oak Ridge Presbyterian Church Choir: A Case Study Lee Koss: Teaching Scales in Articulations Patterns and in Extended Scale Form to High School Flutists: Is this Helpful or Not? David Boyes: The Effects of Instilling Musical Pride in Students Within the Elementary General Music Classroom 2010 Holly Charles: Constructivism in the Elementary Music Classroom MA Thesis Committee (Music Therapy) 2017-2018 Virginia Carolina Eulacio-Guevara: Community Music Therapy and El Sistema: Addressing the Empowerment Needs of Marginalized Individuals and their Communities Outside reader for the following MA Theses (Music Education) 2025-2026 Sarah Walton Alex Walton 2023-2024 Bernadette Burke: An Investigation of Musical Self Concept: Choir Participation and Adolescent Self-Confidence Dylan Fau: Hip-Hop in Public Education: Perspectives of a Hip-Hop Practitioner Sam Fonseca: Musical Identities: Connections to the Music Classroom Grace Guippone: Exploring the Tenants of Social and Emotional Wellbeing: Elementary Choir Students Perspectives Gina Squicciarini: Considering Amateur Choir Participation and Social Emotional Well-Being 2021-2022 Rebecca Jacobsen: Creative Musical Problem Solving with Students with Learning Differences in an Inclusive Music Class Setting Diane Silvester: The Relationship between Music Learning and Social and Emotional Learning Kyle Cottrell: What Factors are Strong Predictors of Novice Teacher Retention Beyond 5 years? Chelsea DiDiego: How Do Band Students Choose Their Instruments? 2017-2018 Anthony Rideout: Rhythmic Understanding through Differentiated Instruction Jessica Berube: Informal Learning With Elementary Instrumental Band Edward Easse: Whats a Male to Do? Teaching Pitch Matching to Elementary General Music Students Dan Mango: Culturally Responsive Pedagogy: An Ethnographic Approach to Latino Cultures Nicole Payne: Gordons Sight-Reading Approach and Its Impact on Sight-Singing Skill Development in First Grade Students Donald Lopuzzo: Band Competitions: A Pedagogical Purpose? Ariel Sparrow: Why Blacks Arent Choosing Music Education 2016-2017 Melinda Holly: Culturally Responsive Teaching in the Music Classroom 2015-2016 Adam Michael: SmartMusic and The Beginning Elementary Instrumentalist Kristi Gaspari Geronimo: The Effect of SmartMusic on Strategy-Based Practice in High School Orchestra Students Page Silverman: Teaching High School String Students to Appreciate Western Classical Music 2014-2015 Jason Stier: Motivation in Middle School Band: A Study in Student and Teacher Perspectives Megan Siegel: Recruitment and Retention of Boys in Middle School Choir Emily James: The Choreography of Coordination in Musical Performance: Integrating Aspects of Alexander Technique into Practice with Beginning Trumpet Players 2013-2014 Sean Gavarny: Motivating Middle School Band Students to Practice Molly Frieri: Musical Theater and Social Justice Adrian Prosini: We Cant Stop Here: This Is Band Country, Can A Middle School Band Be A Path To Improved Citizenship? James Brady: Teaching Improvisation in the Band Classroom Michael Carolan: The Elementary School Full Orchestra: A Pedagogical Nightmare or Blessing? 2012-2013 Andrea Nowalk: How does the Edwin Gordons Intermediate Measures of Music Audiation Musical Aptitude test Assist the Elementary Instrumental Music Teacher? 2011-2012 Jeffrey Colarusso: Seventh Graders, Guitars, and the Blues: A Praxial Approach Todd Urban: A Descriptive Analysis on What Makes a Quality Arrangement for Middle School Level String Students 2010-2011: Samuel Constant: The Effects of Additional Performing Ensembles on Student Retention Rates in Middle School Band Programs Nicholas C. Rosolanko: The Elementary and Middle School Students Instrumental Music Experience HaNa Chang: Elementary General Classroom Teachers and Integration of Music in the Classroom Debra Bono: A Comparison of Strategies: Teaching Classical Music Through Movement or Listening Maps Undergraduate Student Research Supervision: 2017 Victoria Rakus: Relationships Between Giftedness and Music Education 2016 Ricardo Taveras: Education as Social Mobility 2014 Kelly Sanchez: Cultural Limbo: A Case Study of Nuyorican Culture through Music 2013 Scott Ziegler: Music in the Place of Disaster Rachel Friedberger: More than Aural Cheesecake: A Neurobiology of Musical Affect Andre Fludd: Classical Indian Music Tradition in the 21st Century Global World 2012 James Owen: Teaching Musicianship through Discourse Administrative teaching position: 2022-present Coordinator of Graduate Music Education, John J. Cali School of Music, vlog 2009-present Coordinator of Undergraduate Music Education, John J. Cali School of Music, vlog Curriculum development: Created a music education track for Jazz Voice studies in the School and Community Settings Concentration and the Music Education Concentration. Revised the following Concentrations (MUSV; MUEV; MVBM; MUSK; MUEK; MKBM; MUSG; MUEG; MGMB; MUSI; MUEI; MIBM) to adhere to the University mandate of a four-year graduation cycle. Created the following courses: MUED 310, Techniques for Teaching Music for Learners with Special Needs MUED 309, Popular Music Techniques (Undergraduate level) MUED 502, Critical Issues in Music Education (Graduate level) MUED 503, Pedagogy of the Complete Musician (Graduate level) MUPR 261/MUEN 170/570, African Drumming and Dance (Undergraduate and Graduate levels) Revised curriculum sequence for MVBM; MKBM; MGMB; and MIBM (Dual certification programs: BMus/MAT in Music Education and Teacher of Students with Disabilities with Teacher Certification) Revised the following Concentrations (MUSV; MUEV; MVBM; MUSK; MUEK; MKBM; MUSG; MUEG; MGMB; MUSI; MUEI; MIBM) to include the following courses: MUED 311 Black Music Matters MUED 309 Popular Music Techniques MUEN 170 African Drumming and Dance Ensemble MUEN 171 Balkan Music Ensemble MUEN 172 Electronic Music Ensemble Created a music education track for Jazz Guitar, Jazz Instrumental, Jazz Keyboard, and Jazz Voice studies in the School and Community Settings Concentration and the Music Education Concentration. Revised curriculum streamlining 2 courses into 1 course for the undergrad music education program: MUED 200 + MUED 201 = MUED 203 Revised the Music Education Vocal Concentrations (MUSV; MUEV; MVBM) to include MUPR 441, Pedagogy of the Voice Curricular revisions created the following degree offerings in Music Education: BMus in School and Community Settings BMus in Music Education with Teacher Certification BMus/MAT in Music Education and Teacher of Students with Disabilities with Teacher Certification OTHER EXPERIENCE/EXPERIENCE OUTSIDE MONTCLAIR STATE Curriculum writer/creator, The Max Roach Curriculum Project, NYC Department of Education (DOE), Max Roach Estate, JAZZ HOUSE KiDS, December 2025-January 2026. External examiner of doctoral dissertation, Sergio Garcia Cuesta, Collaboratively expanding practices, understandings, and belongings: an integrative approach to music education, Aalborg, University, Denmark, November, 2025. Doctoral dissertation committee member, Rowan University: Postcards from Summer: Rest, Reflection & Resonance by Ardith Collins, Defense date: TBA. Doctoral dissertation supervisor, Boston University: Examining the Ethical Dimensions of Music Education Advocacy in the United States by Jonathan Hall, Defense date: TBA. Doctoral dissertation supervisor, Boston University: Critical Feminist Perspectives in Music Teacher Preparation Programs and their Connections to Secondary Band Education: Exploring Purpose and Impact by T. Parker, Defense date: August 2025. Doctoral dissertation supervisor, Boston University: Facilitating a Community of Musical Practice in a Secondary Instrumental Music Classroom by Matt Howe, Defense date: July 2025. Doctoral dissertation supervisor, Boston University: A Caring Perspective on Collaborative Teaching in Music Education by Heidi Bingham, Defense date: August 2023. Doctoral dissertation supervisor, Boston University: Disrupting the Current Music Education Paradigm in the Elementary General Music Classroom Through Feminist Pedagogies and Critical Participatory Action Research by Lucas Schoppe, Defense date: September 2022. Doctoral dissertation supervisor, Boston University: Students Lived Experiences within the Milwaukee Youth Symphony Orchestra Jazz Studies Program by Andy Hacker, Defense date: TBA. Doctoral dissertation supervisor, Boston University: The Untold Story of Marjorie Landsmark DeLewis: Underrepresentation in Classical Music and a Call to Action for Music Education by Kerri Williams, Defense date: TBA. Woodwind adjudicator, New York State School Music Association (NYSSMA) Solo Festival. Tottenville High School, Staten Island, May 17, 2024. Woodwind adjudicator, New York State School Music Association (NYSSMA) Solo Festival. Tottenville High School, Staten Island, May 17, 2023. Woodwind adjudicator, New York State School Music Association (NYSSMA) Solo Festival. Tottenville High School, Staten Island, May 17, 2019. External examiner of doctoral dissertation, Graham Sattler, Community Music: Perceptions, Expectations and Conditions in Non-Metropolitan Australia, University of Sydney, Australia, September, 2016. Woodwind adjudicator, New York State School Music Association (NYSSMA) Solo Festival. Tottenville High School, Staten Island, May 16-17, 2014. Judged a concerto competition, Lynchburg College, Lynchburg, Virginia, November, 2012. Judged a vocal competition at the John J. Cali School via invitation from Larry Weiner, Department of Communications: Third Annual Curtain Call Award, June 3, 2012. Woodwind adjudicator, New York State School Music Association (NYSSMA) Solo Festival. Tottenville High School, Staten Island, May 21-22, 2010. EDUCATIONAL PHILOSOPHY At the core of my teaching philosophy is the belief that teachers of all kinds and at all levels should strive to be as effective, ethical, educative, and creative as possible in working with students conceived as individualsas whole human beings moving toward full personhood. From this perspective, educative teaching involves the development and integration of my own and my students abilities and dispositions to continuously examine and update our grounding beliefs about the natures and values of education, curriculum, assessment, creativity, and of course, music. More specifically, my philosophy of teaching guides and compels me to increase, sharpen, and fuse my abilities as an excellent musician; an empathetic, motivational, and skilled pedagogue; an active and well-published researcher; and an informal and caring mentor, model, and advisor to and for my students. In my view, teaching is only meaningful when it is transformational, by which I mean that teaching must be a two-way process. Specifically, and on one hand, I teach dialogically to ensure that my students develop critically reflective skills and dispositions by examining key issues and skills in music, education, and music education from a variety of perspectives. On the other hand, I work to ensure that I learn from my students by welcoming and engaging with the thoughts, ideas, cultural dispositions, and constructive criticisms they bring to our classes, seminars, and rehearsals. I believe that in our classroomsby our I mean our conjoint teacher-student ownership of our communal classroom spacewe work toward creating a mutually respectful community of understanding where we are all teachers and learners simultaneously, and where we all have opportunities to contribute to our mutual learning and transformation as musicians, educators, and people. Teaching in this mutually constructive, respectful, and empathic way is the basis of my educative and ethical teaching philosophy. I see teaching as much more than the orderly transmission of knowledge and skills. Although my philosophy challenges current notions of education, defined in terms of standardized testing, teacher accountability, and top-down curriculum making, I stand by my themes of educative and ethical teaching and learning. Allow me to elaborate by means of practical examples. The choices I make about the music I introduce in my Cali courses are constantly and consciously affected by the music listening and performing interests, preferences, and choices of my students. To illustrate, in one of my Foundations to Music Education courses, I engaged my students in a discussion of how they might foster their future students musical identity formationa major issue in the contemporary theory and practice of music education, especially urban education. I emphasized how important it is for students of all ages to be respected personally, culturally, and musically. The fundamental reason is that when we respect a persons music, we are also demonstrating respect for someones sense of selfhood, however developed or underdeveloped this may be at a given point in time. In short, a persons musical preferences are often a deep aspect of who she or he is, especially in the case of adolescents. After explaining concepts related to musical and personal identity, I described how I applied these concepts in my own experiences as a secondary school music educator in a large urban secondary school in New York City. When I finished, a very quiet, African-American sophomore in my Foundations to Music Education course raised his hand and said: So, you mean you actually welcomed students music into your classes? Show us? Of course, I said. I asked my Cali class: What do you listen to outside your university classes? One student came to the front of the room, searched my Macbook for a track from Mos Defs album The Ecstatic, and began to play it. There was a visceral change in the classroom environment. The class was not only surprised that I voluntarily opened our classroom to their pop music, but they learned simultaneously (as I intended) that I am open to listening to them as people. As I said earlier, my students musical choicespopular, classical, cultural, or whateverare also deeply embodied and felt symbols of their social-cultural musical worlds, inside and outside their classroom walls. By accepting and acknowledging students music, I accept and acknowledge my students selfhood. Indeed, one of the most hurtful thing teachers can do is to ignore their students beliefs, values, and individuality, which I never want my students to experience in my classes. In the situation I just summarized, I had never heard Mos Defs The Ecstatic. Thus, I took a risk for the purpose of admitting new teaching-learning opportunities to my classroom. Of course, my risk-taking was anchored in my teaching philosophy and in many previous teaching experiences, so utilizing this teaching-learning strategy was not new to me. Nevertheless, as my students witnessed, taking risks not only serves to prepare the way for creative teaching-and-learning, it also transforms teachers identities, which I want my students to witness vividly and practically by observing me and by participating in the teaching-learning strategies I illustrate for and with them. In the process of the the Ecstatic situation, my Cali students became more eager and excited to explain the context of the album and identify what and how to listen to this music. In other words, they engaged spontaneously in various strategies of music teaching and learning that they would not have experienced otherwise, and without understanding these strategies until I later explained to them what they were actually doing that was effective or not. Equally important was the fact that they enjoyed the teaching process immensely, especially because they were literally teaching their professor and each other how to listen to music they loved, which they never expected would happen. In short, the unscripted Ecstatic opportunity provided the basis for teaching my students many other strategies for engaging their future students in music listening. This is an important part of my curriculum, because motivating and empowering urban youth to listen to a wide range of musical styles is one of the most difficult challenges facing todays music educators. Opening my class to my own students musical choices provided me with many teachable momentsmany opportunities to offer my students alternative teaching strategies drawn from my secondary school teaching experiences, which they found enlightening and which they subsequently applied in class teaching projects and in the real world. What I have just explained exemplifies key concepts in John Deweys philosophy of education, as explained in Experience and Education (1938), where he argues that students must interact democratically and ethically to foster both individual and community learning through mutually constructive thinking-in-action and thinking-about action for the advancement of each and all. These ideas are reinforced by the educational philosopher, Richard Pring (2001), who argues that educative teaching and learning is an activity in which the teacher is sharing in a moral enterprise: namely, the initiation of people into an ethical and empathetic way of seeing and being in the world . . . of relating to others in a more human and understanding way (Education as Moral Practice, Journal of Moral Education, 30:2, p. 106). To paraphrase the educational philosopher Clive Beck, education is for life, not just for job getting. My teaching-and-learning strategies echo and incorporate these philosophical emphases. I aim to contribute to the growth, wellbeing, and ethical dispositions of my students and myself. From this perspective, I center my professional focus on the lives of people-learning-music and on people growing through musical particip-action. Another term I use in this connection is music education as/for artistic citizenship. Allow me to explain this concept a little further. I teach music and future music educators because I believe it is in our societys best interests that we enable our students to conceive themselves as artistic citizens. By this I mean that we must not overlook the importance of enabling future music educators to develop their abilitiesperforming and compositional abilitiesand thereby their future students abilities to create musical replies to social, moral, and political dilemmas: to create musical expressions of and suggest solutions for important social problems, as many musicians have done and continue to do. In addition, I wish to develop my students abilities to develop community music programs that serve the expressive and creative needs of all citizens. The need for music educators to become musical artists for citizenship is a concept that is advancing steadily among a growing number of music education scholars and practitioners. It includes but moves beyond art and artistry as traditionally conceivedas art for arts sakewhich is a concept that Dewey challenged on democratic grounds. Musical-artistic citizenship requires all the myriad skills and understandings that make up traditional concepts of musicianship. But it also requires the personal and social disposition to act with a deep awareness of musics power to move, bond, and heal others, and to motivate people to act for social justice. I am a teacher of future musicians and music educators because I want to contribute to the development of future generations of musical artists, informed listeners, and enthusiastic musical publics, but also to reclaim a democratic purpose for music education. How? By being the kind of artist-educator who can enable my students to create beautiful music in a wide variety of styles and, simultaneously, to express their social ideas and commitments via musical performances and compositions that serve others in many different waysartistic, democratic, and social. In fact, as I noted above, many classical, jazz, rock, and folk musicians have done the same for decades. So, why not music educators, too? I will conclude with one more central element of my teaching philosophy. The John J. Cali School of Music is embedded in a research university that places a premium on preparing young people for new worlds. To me, creating and advancing new knowledge applies equally to new musical knowledge, in every sense of this term, including knowing-how to empower future musicians and teachers to act constructively as community-minded citizens. For example, in a research project I completed (RSME), I studied a north-New Jersey community music program (the North Jersey Homeschool Association, or NJHSA Chorale) that embodies many of the above-mentioned aims. The NJHSA Chorale fosters and embodies Deweys pragmatic view of art (explained in Art as Experience, 1934), which he sees as central to the life of democratic societies, not only for the maintenance and sustenance of aesthetic experience and authentic living, but as a way of understanding the self in relation to others in democratic and socially just societies. According to Dewey (Art and Experience), active participation in art-making that is connected to life, and enjoyed in/with a community, is a cornerstone of collective living, creativity, and fellowship: The remaking of the material of experience in the act of expression is not an isolated event confined to the artist and to a person here and there who happens to enjoy the work. In the degree in which art exercises its office, it is also a remaking of the experience of the community in the direction of greater order and unity. (p. 81) Deweys words return us not only to the specific aims and values of the NJHSA Chorale, but to the greater charge of music education as/for artistic citizenship. Following from these ideas, two more central themes in my teaching philosophy are to prepare future music educators to prepare themselves and their own students for (a) life-long learning in/through music and (b) music making in/for health and wellbeing. Because music and education are both social-cultural practices, they are always in flux. That said, there are several basic life-goals that people across all time and cultures have always sought and that teachers should seek to achieve in education and music: self-growth, fellowship, happiness, health, wisdom, identity, and community. Across all times and cultures, countless people have sought and satisfied these life-goals in and through musical participation. As a professor of music education, I am proud to be one small part of this noble endeavor. SCHOLARLY AND CREATIVE ACTIVITY PUBLICATIONS 1. Recent Published Works/Creative Works Books DeLorenzo, Lisa, & Silverman, Marissa. 2022. Teaching Music for Social Justice: A Contemporary Approach to Secondary School General Music. (R) New York: Oxford University Press. Silverman, Marissa. 2018. Gregory Haimovsky: A Pianists Odyssey to Freedom. (R) Rochester, NY: University of Rochester Press, Eastman Music Studies. Elliott, David J., & Silverman, Marissa. 2015. Music Matters: A Philosophy of Music Education, 2nd Edition. (R) New York, NY: Oxford University Press. Translated Book Elliott, David J., Silverman, Marissa, & McPherson, Gary. (Eds.). 2026. The Oxford Handbook of Philosophical and Qualitative Perspectives on Assessment in Music Education. China: Southwest University Press. Contract available. Elliott, David J., & Silverman, Marissa. 2025. Music Matters: A Philosophy of Music Education, 2nd Edition. Trans. Keiichi Kubota. Tokyo, Japan: Artes Publishing. Elliott, David J., & Silverman, Marissa. 2021. Music Matters: A Philosophy of Music Education, 2nd Edition. Trans. Choi Eun-sik, Kwon Deok-won, Jung Jae-eun, Shin Ji-hye, Seung Yoon-hee, Seok Mun-ju, Yun Moon-jeong, Lee Soo-jin, Jeong Jin-won, Moon Kyung-sook, Choi Mi-young, Oh Ji-hyang, Ham Hee-joo Gyeonggi-do, Korea: KYOYOOKKWAHAKSA. Elliott, David J., & Silverman, Marissa. 2018. Music Matters: A Philosophy of Music Education, 2nd Edition. Trans. Liu Pei. Beijing, China: Central Conservatory of Beijing Press, P.R. China. Edited Books Silverman, Marissa, & Niknafs, Nasim. (Eds.). 2025. The Oxford Handbook of Feminism and Music Education. (R) New York: Oxford University Press. Smith, Gareth Dylan, & Silverman, Marissa. (Eds.). 2020. Eudaimonia: Perspectives for Music Learning. (R) New York: Routledge. Elliott, David J., Silverman, Marissa, & McPherson, Gary. (Eds.). 2019. The Oxford Handbook of Philosophical and Qualitative Perspectives on Assessment in Music Education. (R) New York, NY: Oxford University Press. Elliott, David J., Silverman, Marissa, & Bowman, Wayne. (Eds.). 2016. Artistic Citizenship: Artistry, Social Responsibility, and Ethical Praxis. (R) New York, NY: Oxford University Press. Refereed Book Chapters in Edited Volumes Silverman, Marissa. 2025. Feminist aims for music education: Love is an (the) answer. In M. Silverman & N. Niknafs (Eds.), The Oxford handbook of feminism and music education (pp. 190-214). New York: Oxford University Press. Silverman, Marissa & Niknafs, Nasim. 2025. Feminism(s) and music education: Introduction, aims, and overview. In M. Silverman & N. Niknafs (Eds.), The Oxford handbook of feminism and music education (pp. 1-21). New York: Oxford University Press. Silverman, Marissa. 2024. Civic responsibility through artistic citizenship and empathy: 21st-Centutry feminist aims for music education. In Maria Westvall and Emily Achieng Akuno (Eds.), Music as Agency: Diversities of Perspectives on Artistic Citizenship (pp. 31-49). New York: Routledge. Silverman, Marissa. 2023. Caring for caring about music education. In Karin Hendricks (Ed.), The Oxford Handbook of Care and Music Education (pp. 31-43). New York: Oxford University Press. Silverman, Marissa. 2022. Care, concern, compassion in/for music education. In Frank Abrahams (Ed.), A Music Pedagogy for Our Time (pp. 97-126). Chicago, IL: GIA Publications Silverman, Marissa. 2022. Cyberfeminism and creativity: Artivism for music teaching and learning. In Clint Randles and Pamela Burnard (Eds.), Giant Steps: Understanding Creativities in Music Education (pp. 22-31). New York: Routledge. Silverman, Marissa. 2022. Practice to theory and back again: Music Matters (2nd edition). In T. Buchborn, T. De Baets, G. Brunner, & S. Schmid (Eds.), Music is what people do: European Perspectives on Music Education (pp. 221-236). European Perspectives on Music Education book series, Rum: Innsbruck: HELBLING. Silverman, Marissa. 2021. Humanism, music education, and the musical work. In William M. Perrine (Ed.), The Future of the Wind Band: Philosopher and Practitioner in Dialog (pp. 91-112). Chicago, IL: GIA Publications. Silverman, Marissa. 2021. In response to Jacob Wallaces On Repertoire. In William M. Perrine (Ed.), The Future of the Wind Band: Philosopher and Practitioner in Dialog (pp. 135-142). Chicago, IL: GIA Publications. Elliott, David J., & Silverman, Marissa. 2021. The subversive potential of praxis and political emotions in arts academies. In Helen Phelan & Graham Welch (Eds.), The Artist and the Academy Turned Inside Out (pp. 137-154). New York, NY: Routledge. Silverman, Marissa. 2020. Feminist cyber-artivism, musicing, and music teaching and learning. (R) In Janice Waldron, Stephanie Horsely, & Kari Veblen (Eds.), The Oxford Handbook of Social Media and Music Learning (pp. 293-313). New York, NY: Oxford University Press. Silverman, Marissa. 2020. The Hull House: A case study in eudaimonia for music learning. (R) In Gareth Dylan Smith & Marissa Silverman (Eds.), Eudaimonia: Perspectives for Music Learning. (pp. 30-43). New York: Routledge. Smith, Gareth Dylan, & Silverman, Marissa. 2020. Eudaimonia: Flourishing through music learning. (R) In Gareth Dylan Smith & Marissa Silverman (Eds.), Eudaimonia: Perspectives for Music Learning. (pp. 1-13). New York: Routledge. van der Schyff, Dylan, & Silverman, Marissa. 2020. Music in the community. (R) In William Forde Thompson & Kirk Olsen (Eds.), The Science and Psychology of Music: From Beethoven at the Office to Beyonc at the Gym. Westport, CN: Greenwood. Elliott, David J., & Silverman, Marissa. 2020. Change in music teacher education: A philosophical view. (R) In Colleen Conway, Kristen Pellegrino, Ann Marie Stanley, & Chad West (Eds.), The Oxford Handbook of Preservice Music Teacher Education in the United States (pp. 67-86). New York, NY: Oxford University Press. Elliott, David J., Silverman, Marissa, & McPherson, Gary E. 2019. Philosophical and qualitative perspectives on assessment in music education:Introduction, aims, and overview. (R) In The Oxford Handbook of Philosophical and Qualitative Perspectives on Assessment in Music Education. (pp. 3-26). New York, NY: Oxford University Press. Silverman, Marissa, & Elliott, David J. 2018. Rethinking community music as artistic citizenship. (R) In Lee Higgins & Brydie-Leigh Bartleet (Eds.), The Oxford Handbook of Community Music (pp. 365-384). New York, NY: Oxford University Press. Silverman, Marissa, & Elliott, David J. 2017. The gifts of artistic citizenship. (R) In Frank Abrahams & Ryan John (Eds.), Becoming Musical: Planning Instruction in Music. New York, NY: GIA. Elliott, David J., & Silverman, Marissa. 2017. Identities and musics: Reclaiming personhood. (R) In Raymond MacDonald, David Hargreaves, & Dorothy Miell (Eds.), Handbook of Musical Identities (pp. 27-45). New York, NY: Oxford University Press. Silverman, Marissa, & Elliott, David J. 2016. Arts education as/for artistic citizenship. (R) In David J. Elliott, Marissa Silverman, & Wayne Bowman (Eds.), Artistic Citizenship: Artistry, Social Responsibility, and Ethical Praxis (pp. 81-103). New York, NY: Oxford University Press. Elliott, David J., Silverman, Marissa, & Bowman, Wayne. 2016. Artistic citizenship: Introduction, aims, and overview. (R) In David J. Elliott, Marissa Silverman, & Wayne Bowman (Eds.), Artistic Citizenship: Artistry, Social Responsibility, and Ethical Praxis (pp. 3-21). New York, NY: Oxford University Press. Elliott, David, J., & Silverman, Marissa. 2016. Felt experiences of popular musics. (R) In Gary McPherson (Ed.), The Child as Musician: A Handbook of Musical Development (pp. 244-264). Oxford, UK: Oxford University Press. Silverman, Marissa. 2015. Listening for social justice. (R) In Lisa DeLorenzo (Ed.) Giving Voice to Democracy in Music Education (pp. 157-175). New York, NY: Routledge. Silverman, Marissa. 2014. Critical ethnography as/for praxis: A pathway for music education. (R) In C. Randles (Ed.), Navigating the Future (pp. 253-270). New York, NY: Routledge. Silverman, Marissa. 2014. Case studies in music and music education. (R) In William Thompson (Ed.), Music in the Social and Behavioral Sciences. An Encyclopedia (pp. 167-171). Los Angeles, CA: SAGE Publications, Inc. Silverman, Marissa. 2014. Empathy. (R) In William Thompson (Ed.), Music in the Social and Behavioral Sciences. An Encyclopedia (pp. 390- 392). Los Angeles, CA: SAGE Publications, Inc. Silverman, Marissa. 2014. Music journalism. (R) In William Thompson (Ed.), Music in the Social and Behavioral Sciences. An Encyclopedia (pp. 746-749). Los Angeles, CA: SAGE Publications, Inc. Refereed Journal Articles Silverman, Marissa. 2025. On being curious: What feminist curiosity can do for music education. (R) Action, Criticism, and Theory for Music Education, 24(7), 25-56. Silverman, Marissa. 2024. Music education and performative values. (R) Amechanon: International Journal of the Laboratory of Research on Practical Philosophy. 2020-2022(3), 92-116. Silverman, Marissa. 2023. Reclaiming happiness: Music education, meaningfulness, and collective flourishing. (R) International Journal of Education & the Arts. 23(2.1), 1-20. Silverman, Marissa. 2022. Critical pedagogy as a pedagogy of love. (R) Visions of Research in Music Education. 40, 67-77. Smith, Gareth Dylan, Silverman, Marissa, & van der Schyff, Dylan. 2021. Editorial: Eudaimonia and Music Learning. Frontiers in Psychology.12, 1-2. Silverman, Marissa. 2020. Sense-making, meaningfulness, and instrumental music education. (R) Frontiers in Psychology. 11(837), 1-10. Silverman, Marissa. 2018. I drum, I sing, I dance: An ethnographic study of a West African drum and dance ensemble. (R) Research Studies in Music Education. 40(1), 5-27. Elliott, David J., & Silverman, Marissa. 2017. On the truthiness of Remixing the Classroom: A reply to Randall Allsup. (R) Action, Criticism, and Theory for Music Education. 16(1), 12667. DeLorenzo, Lisa, & Silverman, Marissa. 2016. From the margins: The underrepresentation of Black and Latino students/teachers in music education. (R) Visions of Research in Music Education, 27, 1-37. Elliott, David, J., & Silverman, Marissa. 2015. A Response to commentaries on Music Matters: A Philosophy of Music Education, 2nd edition. (R) Action, Criticism, and Theory for Music Education, 14(3), 1-23. Elliott, David J., & Silverman, Marissa. 2014. Music, personhood, and eudaimonia: Implications for educative and ethical music education. (R) The Journal for Transdisciplinary Research in Southern Africa. 10(2), 59-74. Non-Refereed Publications Silverman, Marissa. 2025. Allegro maestoso, from Concerto for Trumpet No. 2 by Arturo Sandoval. New York Philharmonic, Notes on the Program. New York Philharmonic Concerts in the Parks (June 4-7, 2025). 20-21. Silverman, Marissa. 2025. Learning music from students. TEMPO Magazine 80(1), 22-23. Silverman, Marissa. 2025. Considerations and questions for music teaching and learning. TEMPO Magazine 79(3), 20-21. Silverman, Marissa. 2024. Dear Miss Lounsberry. TEMPO Magazine 78(3), 32-33. Silverman, Marissa. 2020. Why artistic citizenship? ORFF Echo 53(1), 12-17. Silverman, Marissa. 2020. Reconsidering some of the whys of music education. TEMPO Magazine 74(3), 22-24. Reprinted Publications Silverman, Marissa. 2021. Sense-making, meaningfulness, and instrumental music education. In Andrea Schiavio, HYPERLINK "https://loop.frontiersin.org/people/128254" \t "_blank" Luc Nijs,Dylan van der Schyff,& Marja-Leena Juntunen (Eds.), Towards a Meaningful Instrumental Music Education. Methods, Perspectives, and Challenges (pp. 960-1022). Switzerland: Frontiers. Silverman, Marissa. 2018. Community music and social justice: Re-claiming love. (R) InGary McPherson & Graham Welch (Eds.), Special Needs, Community Music, and Adult Learning: An Oxford Handbook of Music Education, Volume 4. New York, NY: Oxford University Press. 2. Works Accepted for Publication/Exhibition/Performance/Distribution Refereed Articles/Book Chapters In Press Silverman, Marissa. How can feminist theories of evidence assist music teaching and learning? In J. Humberstone, E. Wilson, B. Fuller, & C. Sandiford (Eds.). Educative Evidence-Based Practices (EEBP) in Music Education. Routledge. Silverman, Marissa. Countering neoliberalism in music education through feminist assessment. In R. Crawford & J. Southcott (Eds.). Oxford handbook of music education and neoliberalism. Oxford University Press. Silverman, Marissa. Seeing myself as a music educator: Self-repair, non-profit work and activism. In J. Boyce-Tillman, P. Jerling, L. Orlandi, & L.van der Merwe (Eds.), Autoethnographies in Music, Spirituality and Well-Being: Vol I & II. Springer. Silverman, Marissa, & Santos, Flavia. A care ethical perspective on music making and learning: Considerations from interdisciplinary research. In A. Schiavio, J. K. Vuoskoski, & Y. Kim (Eds.), Music and the cognitive humanities. Oxford University Press. Silverman, Marissa. Empathy, music and music education. In Jennifer Lang (Ed.), Music and Wellbeing in Education and Community Contexts. Cambridge: Cambridge University Press. Silverman, Marissa. Considerations toward a feminist pedagogy for music conservatories. Critical Conservatoire Studies: Global Perspectives on Music Education, Culture and Performance. London: Oxford University Press. Silverman, Marissa. 2021. Grigoriy Khaymovskiy: Pianist, pisatel', pervootkryvatel' [Gregory Haimovsky: Pianist, author, pathfinder]. (R) In Ernst Zaltsberg (Ed.), Russkie evrei v Amerike [Russian Jews in America]. Saint Petersburg, Russia: Giperion. 3. Work in Progress Book Chapters/Journal Articles Submitted Plechinger, Mathias, & Silverman, Marissa. The Extremes of Music Talent Shows: Implications for Music Education. International Journal of Popular Music Education. Plechinger, Mathias, & Silverman, Marissa. Mediating cultures: Country, americana, and roots music in German teaching and learning contexts International Journal of Popular Music Education. Silverman, Marissa. Urban students as multicultural music experts: A philosophical examination. [Publisher/proposal of book under review] Books, Book Chapters/Journal Articles in Preparation Silverman, Marissa. Listening for love: Considerations for music making and music teaching and learning. Oxford University Press. Silverman, Marissa. Music teaching as an act of love: Transforming music education through feminist ethics. Routledge. Silverman, Marissa. Politics, democracy, and an ethic of care for music education. Action, Criticism, and Theory for Music Education. Silverman, Marissa. Understanding the process of musical interpretation: A case study. Music Performance Research. Silverman, Marissa. Creating Shakespeare: Integrating literature and music. English Journal. Silverman, Marissa. Embodied music listening: Implications for music education. Psychology of Music. Silverman, Marissa. Expanding music educations values for the 21st-century. Music Education Research. 4. Previous Publications Edited Book Veblen, Kari, Messenger, Steve, Silverman, Marissa, & Elliott, David J. (Eds.). 2013. (R) Community Music Today. Lanham, MD: Rowman & Littlefield. Refereed Book Chapters in Edited Volumes Cohen, Mary, & Silverman, Marissa. 2013. Community music in prisons, hospitals, and institutions. (R) In Kari Veblen, Steve Messenger, Marissa Silverman, & David J. Elliott. (Eds.), Community Music Today (pp. 199-217) Lanham, MD: Rowman & Littlefield. Silverman, Marissa. 2012. Community music and social justice: Re-claiming love. (R) InGary McPherson & Graham Welch (Eds.),TheOxford Handbook of Music Education (pp. 155-167) New York, NY: Oxford University Press. Elliott, David J., & Silverman, Marissa. 2012. Why music matters: Philosophical and cultural foundations. (R) In Raymond MacDonald, Gunter Kreutz, & Laura Mitchell (Eds.), Music, Health and Wellbeing (pp. 29-39) Oxford, UK: Oxford University Press. Elliott, David J., & Silverman, Marissa. 2012. Rethinking philosophy, re-viewing musical experience. (R) In Wayne Bowman & Ana Lucia Frega (Eds.), The Oxford Handbook of Music Education Philosophy (pp. 37-62) New York, NY: Oxford University Press. Refereed Journal Articles Silverman, Marissa, Davis, Susan, & Elliott, David J. 2014. Praxial music education: A critical analysis of critical commentaries. (R) International Journal of Music Education. 32(1), 53-69. Silverman, Marissa. 2013. A conception of meaningfulness in/for life and music education. (R) Action, Criticism, and Theory. 12(2), 20-40. Silverman, Marissa. 2013. A critical ethnography of democratic music listening. (R) British Journal of Music Education, 30(1), 7-25. Silverman, Marissa. 2012. Virtue ethics, care ethics, and The good life of teaching. (R) Action, Criticism, and Theory, 11(2), 96-122. Silverman, Marissa. 2012. John Dewey and James Mursell: An Introduction. (R) Visions of Research in Music Education, 21, 1-18. Silverman, Marissa. 2011. Music and homeschooled youth: A case study. (R) Research Studies in Music Education, 33(2), 176-192. Silverman, Marissa. 2009. Sites of social justice: Community music in New York City. (R) Research Studies in Music Education, 31(2), 178-192. Silverman, Marissa. 2009. Rethinking music appreciation. (R) Visions of Research in Music Education, 13, 1-29. Silverman, Marissa. 2008. A performers creative processes: Implications for teaching and learning musical interpretation. Music Education Research, 10(2), 249-269. Silverman, Marissa. 2007. Musical interpretation: Philosophical and practical issues. The International Journal of Music Education, 25(2), 101-117. Silverman, Marissa. 2005. Community music? Reflections on the concept. The International Journal of Community Music, 3, 1-19. Refereed Papers in Published Proceedings Veblen, Kari & Silverman, Marissa. 2012. Community Music Present and Future: Integrated Perspectives. (R) ISME CMA Proceedings, Corfu, Greece. Silverman, Marissa. 2010. Aims in the age of assessment: A special case. (R) In Timothy Brophy (Ed.), Assessment in music education (pp. 381-389) Chicago, IL: GIA. Silverman, Marissa. 2007. Globalization and music identity. Greek Society of Music Education, 5th International Conference. Thessaloniki, Greece. Silverman, Marissa. 2007. Enhancing and protecting musical identities. Policies and Practices: Rethinking Music Teacher Preparation in the 21st Century: Proceedings from the Memorial Symposium Honoring the Contributions of Charles Leonhard (at Teachers College, Columbia University) (pp. 209-217) Amherst, MA: University of Massachusetts. Non-Refereed Publications Silverman, Marissa. 2013. Why teach music? Reflections on a serious question. TEMPO Magazine 67(2), 47. Silverman, Marissa. 2003. Have cellos, will travel (expensively): A Profile of Pieter Wispelwey. The New York Times. March 30, 2003. CD Liner notes written and published for: Piano Works of Claude Debussy, Helicon Records, LTD. Piano Concerti of Young Mozart, K. 413, 414, 415, Helicon Records, LTD. Piano Concerti of Young Mozart, K. 246, 271, Musicians Showcase Recordings. Poetical Inspirations: Piano Music of Schumann, Brahms, Liszt, and Messiaen, Musicians Showcase Recordings. Poetical Inspirations II: Piano Music of Debussy, Chopin, Schumann, Messiaen, and Mark Kopytman, Musicians Showcase Recordings. Reprinted Publications Silverman, Marissa. 2013. Why teach music? Reflections on a serious question. Kansas Music Review. 76.1 http://kmr.ksmea.org/?issue=201213c§ion=articles&page=whyteach B. OTHER EVIDENCE OF SCHOLARLY OR CREATIVE ACTIVITY Invited Presentations (talks, lecture series, etc.) March 24 Feminisms Matter in Music Education. University of Toronto, Ontario, Canada 2026 Feb. 3 Artistic Citizenship, Community Making, and Community Breaking. University of 2026 Guelph, Ontario, Canada. Nov. 25 Music Education as Artistic Citizenship. Westminster Choir College, 2025 Rider University, Princeton, NJ. Oct 16 Caring about Caring for Music Education. University of Toronto, Toronto, Canada. 2025 Sept. 28 Feminist Perspectives in Music Teaching and Learning. Neville Austin 2025 Colloquium, Faculty of Music, University of Toronto, Toronto, Canada. March 18 Social Justice and Cultural Context Across Arts Education. Hackensack High 2025 School, Hackensack, NJ. March 4 Composing for Social Justice in the Band Room. Adelphi College, Garden City, 2025 NY. Oct 25 Ecological and Environmental Justice and Music Education. Professional 2024 Development. 21st Century Community Learning Centers Charter School. Hackensack, NJ. Feb. 26 Care, Care Ethics, and the Natures/Nurturing of Music Education. Laval 2024 University, Quebec City, Canada. Oct 5 Music Education Matters. Raritan Valley Community College. 2023 May 18 Eudaimonia and Music Education. School of Arts & Creative Technologies, 2023 University of York, UK. May 9 Teaching Music for Social Justice. Adelphi College, Garden City, NY. 2023 Feb. 26 More than Meets the Ear. The Ethical Society of St. Louis. 2023 October 24 Eudaimonia and Music Education. University of Southern California, Los Angeles. 2022 October 17 Philosophy and Music Education. University of South Florida, Tampa. 2022 May 17 Social Justice and Cultural Context in Music Education. Escola de Musica da 2022 UFRN, Natal, Brazil. November 26 Ethnographic Research. New York University. 2021 October 14 Music Education and Educational Philosophy. New York University. 2021 January 19 Music Matters. Music 2gether podcast; an Interview with Gareth Dylan Smith and 2021 Christopher Cayari. January 14 Ethical Praxis, Care Ethics, and Music Teaching and Learning. International 2021 Centre for Community Music, York St. John University, York, England. December 9 Music Education Foundations. Bergen Community College, Paramus, NJ. 2020 December 8 Ethnographic Research in Music and Music Performance. New York University. 2020 November 17 Music Matters 2 and Philosophy of Music Education. University of North Texas at 2020 Denton. Denton, TX. October 27 Case Study Research. New York University. 2020 October 14 Music Education and Educational Philosophy. New York University. 2020 March 30 Eudaimonia and Care Ethics in Music Education. New York University. 2020 Feb. 26 Philosophy, Music Education, and Music Education Philosophy. 2020 University of Delaware, Newark, Delaware. November 18 Music Education and Social Justice. Rhode Island College, Providence, RI. 2019 November 5 Case Study Research. New York University. 2019 October 26 Music Education and Educational Philosophy. New York University. 2019 October 16 Music and Musical Understanding in Philosophy of Music Education. 2019 Westminster Choir College, Rider University, Princeton, NJ. Sept 19 Philosophy and Music Education. University of South Florida, Tampa. 2019 April 8-12 Praxial Music Education and Music as Philosophy. University of Rhodes, 2019 Rhodes, Greece. March 24 Being There: Music Education Advocacy. 2019 NJMEA Collegiate Conference. Westminster Choir College. Princeton, NJ. Nov 6 Social Justice and the Performing Arts. Professional Development Day. 2018 Rahway High School. Rahway, NJ. October 16 Music and Musical Understanding. Rider University, Princeton, NJ. 2018 August 17 Philosophy and Music Education. Eastern Washington University, 2018 Cheney, Washington. April 4-8 Music Philosophy and Music Education. Universidad Panamericana, Mexico City, 2018 Mexico. March 24 Music Education Advocacy: What Are We Fighting For? 2018 NJMEA Collegiate Conference. Westminster Choir College. Princeton, NJ. Nov 7 Social Justice and the Performing Arts. Professional Development Day. Rahway 2017 High School. Rahway, NJ. Oct 19 Bachs Goldberg Variations and Simone Dinnersteins Pianism. Peak 2017 Performances. Kasser Theatre, vlog. Sept 27 Urban Music Education, Care Ethics, and Social Justice. New York University. 2017 Sept 19 Case Study Research. New York University. 2017 Sept 6 At the Intersection: Art and Citizenship. 4 Seasons at Great Notch. 2017 Clifton, NJ. August 29 Diversity, Inclusion, and Artistic Citizenship. Oxford University Press. 2017 New York, NY. August 7 Urban Music Education and Social Justice. Eastern Washington University, 2017 Cheney, Washington. Oct 15 Why Music Matters: Philosophical Pursuits for Music Education. 2016 Puerto Rico Conservatory of Music, San Juan, Puerto Rico. Sept 19 Why Music Education? Why Community Music? Interschool Orchestras 2016 of New York. Third Street Music School, New York. March 1 Teaching Electro-acoustic Composition in Secondary School General Music. 2016 New York University. Nov 10 Teaching Music for Social Justice. Westminster Choir College, Rider University. 2015 Oct 28-30 Basic Foundations for Music Education; The Natures and Values of Music; 2015 Meaningfulness and Music Education. Lynchburg College. Oct 21 Rethinking Music Appreciation. New York University. 2015 Sept 9 Homeschooled Youth and Music Education. New York University. 2014 August 14 Praxial Music Education: Past, Present, and Future. New York University. 2014 Dec 10 & 17 Music Criticism. vlog, National Network of Educational 2013 Renewal. Nov 5-6 Praxial Music Education: Who, What, How? Cooperating Teachers Conference, 2013 Ithaca College. Nov 4 Teachers as Scholars: Literature and Music; Exploration and Criticism of 2013 Dual Disciplines. vlog, National Network of Educational Renewal. Oct 1 Case Study Research Design: Validity Versus Generalizability. New York 2013 University. July 30 Teaching Urban Music Education: How to Draw from Urban Students Experiences 2013 to Expand Musical Potentials. New York University. July 25 Music as Democracy: From Seattles Streets to the Classroom. National Network 2013 for Education Renewal Summer Symposium. Seattle, Washington. March 19 Teachers as Scholars: Shakespeare and Music. Montclair State 2013 University, National Network of Educational Renewal. March 5 Teachers as Scholars: Literature and Music; Exploration and Criticism of 2013 Dual Disciplines. vlog, National Network of Educational Renewal. Feb 24-26 Invited lecture. Distinguished lecture series. Urban music education 2013 as/for social justice. Eastern Washington University, Cheney, Washington. Nov 28 Invited lecture. Urban music education: The general classroom as 2012 democracy. Temple University, Philadelphia, PA. Nov 9 Invited lecture. Teaching music listening in secondary schools. 2012 Lynchburg College, Lynchburg, Virginia. May 1-16, Fulbright Specialists Grant, Identity as lens for research in music 2012 education. Sibelius Academy of Music, Helsinki, Finland. May 1-16, Fulbright Specialists Grant, Ethics in music education. Sibelius 2012 Academy of Music, Helsinki, Finland. Feb 28, Invited lecture. Case Study Methodology in Music Research. 2012 New York University, Department of Music and Performing Arts Professions. Feb 28, Invited lecture. Effective Chamber Music Program Design for Young 2012 Audiences. New Jersey Symphony Orchestra, Newark, NJ. Oct 27, 2011 Invited lecture. What Postmodernism and Post-postmodernism Mean for Music and Music Education. University of Southern California, The Thornton School of Music. Feb 14, 2011 Invited lecture. Teaching Music Listening in the Secondary Classroom. New York University, Department of Music and Performing Arts Professions. Oct 21-24, Invited lecture & performance demonstration. Teaching Musical 2010 Interpretation. Cedros-Panamerican University,Department of Art and Culture. Mexico City, Mexico. April 20, Invited lecture. Music Education Curriculum and the Aims of 2010 Education. New York University, Department of Music and Performing Arts Professions. Nov 20, Invited lecture. A Praxial Concept of Music Education. 2009 Temple University, Department of Music Education. Philadelphia, PA. Nov 17, Invited lecture. Stravinsky, Taruskin, and Aesthetics in Music 2009 Research. New York University, Department of Music and Performing Professions. Oct 16, Invited lecture & performance demonstration. Teaching 2008 Musical Expression. Manhattanville College, Department of Music. Purchase, NY. Feb 19, Invited lecture. What is Music?: Teaching Music Appreciation 2007 Through Action-and-Reflection. Temple University, Department of Music Education. Philadelphia, PA. Feb 20, Invited lecture & performance demonstration. College Music Educators 2006 National Conference. Mason Gross School of Music, Rutgers-The State University of New Jersey. New Brunswick, NJ. Oct 19, Invited lecture. On Music and Meaning. Mason Gross School of 2005 Rutgers-The State University of New Jersey. New Brunswick, NJ. Sept 15, Invited lecture & performance. Rethinking the Nature of Playing Music. 2004 Mason Gross School of Music, Rutgers-The State University of New Jersey. New Brunswick, NJ. Jan 22-26, Five invited lectures-performances. Puerto Rico Conservatory of Music. 2004 San Juan, PR. Nov 14, Invited lecture. The Nature and Significance of Music: 2003 Performers View. NYU Graduate Program in Music Education. Dec 2, Invited lecture-performance. Extended Techniques and the Music of 2002 Katherine Hoover, Toru Takemitsu, and two commissioned works by Jong Suh Lee. NYU Composers Forum Performance/Lecture. March 3, NYU Collegium Performance/Lecture. Rhetoric and the Solo Flute 2002 Sonata in A minor by C.P.E. Bach. Jan 28, NYU Collegium Performance/Lecture. Ornamentation and Improvisation 2002 in Marin-Marais Les Folies dEspagne and Debussys Syrinx. Abstracts and Papers Contributed at Professional Meetings Feb 20 HowTrauma-informedMusic Teaching Matters: A Case Study. New Jersey Music 2026 Educators Association State Conference. Atlantic City, NJ. April 24-26 Celebrating and Elevating Students and Their Communities through Music 2025 Education for Social Justice. NAfME Eastern Division Conference. Hartford, Connecticut. Feb 20 Listening-for Social Justice Through Music Education. New Jersey Music 2025 Educators Association State Conference. Atlantic City, NJ. Feb 21 Leading Voices in Music Education: Perspectives from New Jerseys Flagship 2025 Institutions A Panel Discussion. New Jersey Music Educators Association State Conference. Atlantic City, NJ. Jan 30-31 Listening as Loving: Considerations for Music Education and Care Ethics. The 3rd 2025 International 2025 Care Ethics Research Consortium (CERC) Conference. University of Humanistic Studies, Department of Care Ethics, Utrecht, The Netherlands. July 29-Aug 2 Artizenship as Radical Empathy through Feminist Music Teaching and Learning. 2024 The International Society for Music Education, World Conference. Helsinki, Finland. June 4 Keynote Paper Music Education Matters: Much More Than Meets the Ear. The 2024 North Jersey School Music Association PD Day. April 25-27 Feminist Cyber-Artivism, Wellbeing, and Music Teaching and Learning. The 2024 International Network for Music, Spirituality, and Wellbeing: Ecologies of Practice in Music, Spirituality, and Wellbeing. NorthWest University, Potchefstroom South Africa. Feb 2, 2024 Pursuing Eudaimonia Through Music Education. The 4th Association for Future Music Education International Conference: The Role of Music Education for Humans and Society in the New Era. Seoul National University, Seoul, Korea. April 13-16 Connecting, Creating, and Communicating for Social Justice through Music 2023 Education. NAfME Eastern Division Conference. Rochester, NY. Feb 23-25 Performing Social Justice: Instrumental Music Education as Artistic Citizenship. 2023 New Jersey Music Educators Association State Conference. Atlantic City, NJ. Dec. 19-22 The Future of the Wind Band: Continuing the Conversation. The Midwest Clinic. 2022 Chicago, IL. July 17-22 Feminist Cyber-artivism and the Potentials (and Pitfalls) for Music Teaching and 2022 Learning. The International Society for Music Education, World Conference, Sydney, Australia. July 7-10 Cyberfeminism as Artivism for Music Teaching and Learning. Feminist Theory 2022 and Music Conference, University of Guelph. Ontario, Canada. Feb 24-26 Teaching Listening for Social Justice Through Music Making. New Jersey 2022 Music Educators Association State Conference. Atlantic City, NJ. Nov 25-28 Music Education Values Matter. 2nd Online International Biennale on Practical 2021 Philosophy, Philosophy in Praxis. The philosophical gesture: political, ethical, educational, artistic engagements. Laboratory of Research on Practical Philosophy (L.R.P.Ph.), University of the Aegean, Rhodes, Greece. May 28-29 Empathy, Music, and Music Education. Music and Wellbeing. University of 2021 Saskatchewan. Saskatchewan, Canada. February 12- Music and Trauma Studies, Music Education, and the Praxis of Music Teaching and 14, 2021 Learning. Music, Sound, and Trauma: Interdisciplinary Perspectives. Indiana University, Bloomington, IN. January 15 The Values of Music Education in Present-day Realities. Oregon Music Educators 2021 Keynote Paper: The Values of Music Education in Present-day Realities. Oregon Music Educators Association State Conference. Oct 15-16 Activism as Engagement or How Non-Profit Work Can Engender Change for Music 2020 Education Policy. The 7th International Conference on Narrative Inquiry in Music Education. Brock University and the University of Toronto, Ontario, Canada. Feb 22-24 Teaching Music Literacy. New Jersey Music Educators Association State 2020 Conference. Atlantic City, NJ. Feb 21-23 Teaching Music for Social Justice with Lisa DeLorenzo. New Jersey 2019 Music Educators Association State Conference. East Brunswick, NJ. Feb 20-23 Framing Artistic Citizenship. Reflective Conservatoire 2018: Artists as 2018 Citizens. Guildhall School. London, England. January 13 Advancing Social Justice through Music Education. Rhode Island 2018 Music Educators Association Annual Conference. Providence, RI. April 23 Keynote Paper, Artistic Citizenship and Urban Music Education. Symposium. 2017 Aaron Copland School of Music, Queens College, Queens, NY. Oct 8-10 Musicing. 47th Annual National Conference of Japan Music Education 2016 Society, Yokohama, Japan. July 25-29 Musical Interpretation as Humanistic Music Education. The International 2016 Society for Music Education, World Conference, Glasgow, Scotland. July 25-29 Meaningfulness, Care Ethics, and Music Education. The International 2016 Society for Music Education, World Conference, Glasgow, Scotland. July 25-29 Eudaimonia in Music Teaching and Learning. With Gareth Smith, David Elliott, 2016 and June Boyce-Tillman. The International Society for Music Education, World Conference, Glasgow, Scotland. April 24 Considering the Values of Music Education Through Ethical Advocacy. 2016 New Jersey Music Educators Association Collegiate Advocacy Day. The College of New Jersey, Ewing Township, NJ. Feb 18-20 General Music, Interdisciplinary Perspectives, and Musical Engagement 2016 with Other Ensembles in Your School. New Jersey Music Educators Association State Conference. East Brunswick, NJ. Feb 18-20 Building, Creating, and Sustaining Community for Urban Music 2016 Education. New Jersey Music Educators Association State Conference. East Brunswick, NJ. Nov 25-Dec 3 Keynote Papers, Musical Interpretation as Democratic Engagement and 2015 Understanding and Community Music as/for Education: Ethics, Meaningfulness and Happiness International Symposium on University Large Ensembles and International Conference, Community Music and Inclusion, University of Bolzano, Italy. Oct 28-30 Music Matters More Than You Think. Collegiate Chapter Virginia Music 2015 Educators Association Conference Lynchburg College June 16-19 Keynote Paper Music Matters: Historical, Personal, and Theoretical Perspectives. 2015 MayDay Group Colloquium 27: Music Education as Social, Cultural, and Political Action Loyola University, New Orleans, Louisiana. Feb 19-21 Teaching Music Listening for Music Making and Social Justice 2015 New Jersey Music Educators Association State Conference. East Brunswick, NJ. Feb 19-21 Urban Music Education in New Jersey New Jersey Music Educators Association 2015 State Conference. East Brunswick, NJ. June 21, 2014 Panel on Democracy and Education Giving Voice to Democracy in Music Education,vlog. Moderator: Marissa Silverman (vlog). Panelists: Jennifer Robinson (vlog); Daniel John Shevock (The Pennsylvania State University); Emily James (Jefferson Twp School District). Feb 20-22 Teaching Large-Scale Classical Pieces in Your General Music Class 2014 New Jersey Music Educators Association State Conference. East Brunswick, NJ. Oct 31-Nov 2 Panel: Mentoring Minority Faculty 56th National Conference, College Music 2013 Society. Cambridge, Massachusetts. Moderator: George Torres (Lafayette College). Panelists: Eric Hing-tao Hung (Westminster Choir College); Margaret E. Lucia (Shippensburg University); Deborah G. Nemko (Bridgewater State University); Deborah Schwartz-Kates (University of Miami); Marissa D. Silverman (vlog). Oct 31-Nov 2 Care Ethics and the North Jersey Homeschool Association Chorale: A Case Study. 2013 56th National Conference, College Music Society. Cambridge, Massachusetts. Oct 10-12 Building A Community for Pre-Service Students of Color. National Network for 2013 Education Renewal Annual Conference: Community to Enhance Student Learning, Albuquerque, New Mexico. With Lisa DeLorenzo. June 26-29 Politics, Democracy, and an Ethic of Care for Music Education. 2013 MayDay Group Colloquium 25: Music Education and Political Agency. The University of British Columbia, Vancouver, Canada. Feb 21-23 Teaching music listening in the secondary school. 2013 New Jersey Music Educators Association State Conference. East Brunswick, NJ. Feb 7-9 Critical ethnography as praxis: A pathway to/for democratic music 2013 listening. Suncoast Music Education Research Symposium IX, University of South Florida. Oct 18-20 From the margins:The underrepresentation of urban students of color 2012 in music teacher education programs. National Network for Education Renewal Annual Conference: Simultaneous Renewal: Everyone Teaches, Everyone Learns, Denver, Colorado. With Lisa DeLorenzo. August 11 Expanded visions for music and music education. Second International 2012 Health Humanities Conference, Music Health, and Humanity, Montclair State University. July 15-20 Educating the whole child: Does happiness count? The International 2012 Society for Music Education, World Conference, Thessaloniki, Greece. July 9-13 Round-Table Community Music Today. The International Society 2012 for Music Education, Community Music Commission, Corfu, Greece. July 9-13 NJHSA Chorale. The International Society for Music Education, 2012 Community Music Commission, Corfu, Greece. June 20-23, A Conception of Meaningfulness in Life and How Music Education 2012 Can Help. The Aims of Music Education. MayDay Group Conference 24. Michigan State University, East Lansing, Michigan. Feb 23-25, Teaching Music Listening as Social Justice. New Jersey Music Educators 2012 Association State Conference. East Brunswick, NJ. June 16-19, After Postmodernism: A Musical Perspective. The End(s) of Music Education? 2011 A Call for Re-Visioning. MayDay Group Conference 23. University of Utah. May 15-18, Urban Music Education: The General Music Classroom as Democracy. 11th 2011 Biennial Mountain Lake (VA) Colloquium: Changing Perspectives, Evolving Practices. May 4, From Music and Beyond. 2nd Annual vlog 2011 Learning and Teaching Showcase, The Movement: Fostering Creativity Across Disciplines. Feb 24-26, 20th-21st Century Music in the Classroom. New Jersey Music 2011 Educators Association State Conference. East Brunswick, NJ. March 19-20, Urban Music Education: Student Transformation Through Democratic 2010 Music Listening. College Music Society, Northeast Chapter Annual Conference. University of Vermont. Feb 18-20, Teaching Music Listening. New Jersey Music Educators Association 2010 State Conference. East Brunswick, NJ. Feb 6, Making Music Accessible, Achievable, and Valuable. College Music Educators 2010 National Conference. John J. Cali School of Music, vlog. April 15-17, Aims in the Age of Assessment: A Special Case. The Second International 2009 Symposium on Assessment in Music Education. University of Florida. June 5-9, Urban Music EducationTransformation and the Art of Music 2008 Listening. Connecting School Music to the Community, Society, and Life: Curriculum, Policies, and Practices. The MayDay Group Conference. Boston University. May 4-8, Enhancing Adolescent Literacy Through Arts-Infused Experiential Learning. 2008 International Reading Association 53rd Annual Convention. Atlanta, Georgia. April 9-13, Does Happiness Count?: Reconstructing the Values of Music 2008 Education. Music Educators National Conference, Philosophy SRIG. Milwaukee, Wisconsin. March 7-8, Sites of Social Justice: Selected Community Music Programs in New 2008 York City. Arts Education To What End? Arts-in-Education Symposium. New York University. Nov 15-18, Music and Literature: Experience and Response. 2007 National Council of Teachers of English, 2007 Annual Convention. New York. June 29- Globalization and Music Identity. Greek Society of Music Education, 5th July 1, International Conference. Thessaloniki, Greece. 2007 June 8, 2007 Enhancing Education Through Technology. New York City Department of Education, 21st Century Learning Expo & Film Festival. March 23-24, Enhancing and Protecting Musical Identities. College Music Society, 2007 Northeast Chapter Annual Conference. Rider University. Princeton, NJ. Jan 14-16, Enhancing and Protecting Musical Identities. Policies and Practices: 2007 Rethinking Music Teacher Preparation in the 21st CenturyA Symposium Honoring the Contributions of Charles Leonhard. Teachers College, Columbia University. July 16-22, Teaching Musical Interpretation: Applying Results from a Narrative- 2006 Biographical Study. International Society of Music EducationWorld Conference. Kuala Lumpur, Malaysia. May 5-7, On the Nature of Expressiveness in Musical Performance. 2006 Conference of the Irish Society for Musicology. Mary Immaculate College, Limerick, Ireland. Other Creative Work and/or Scholarly Activity Curatorial Engagement Sept 2019-present NJMEA TEMPO Magazine article curation for NJMEA Committee on Inclusiveness, Diversity, Equity, Access January 12, 2026 Cali School of Music Professional Development Day. John J. Cali School of Music, vlog July 24, 2025 String Teacher Workshop co-hosted by ASTA NJ and John J. Cali School of Music, vlog January 14, 2025 Cali School of Music Professional Development Day. John J. Cali School of Music, vlog May 22-23, 2020 Symposium on Eudaimonia, Music, and Music Learning. Co-Organized with Gareth Dylan Smith. John J. Cali School of Music, vlog May 24-25, 2019 Visions of Research in Music Education: The Conference. Co-Organized with Frank Abrahams, Westminster Choir College, Princeton, NJ March 28, 2018 Symposium: Women Innovators in the Performing Arts. Co-curated with Baraka Sele; Kasser Theater, vlog Sept 28, 2017 Concert: Elizabeth Brown and Ralph Samuelson, shakuhachi flutes; Issui Minegishi, ichigenkin traditional Japanese music and new compositions by American and Japanese composers Sept 16, 2017 Performance Event: Liberation Through Drumming April 19, 2012 Concert: Keith Underwood, baroque flute; Trevor Stephenson, harpsichord Johann Sebastian Bach Sonatas for Flute and Harpsichord June 17-20, 2010 MayDay Colloquium XXII: Ethics and Music Education, John J. Cali School of Music, vlog Board of Directors 2024-present New Jersey Music Educators Association, Collegiate, Higher Education, Research Board of Advisors 2025-present Centre for Music Education and Human Flourishingat the University of York 2020-present Global Center on Human Trafficking, Steering Committee Member 2015-present Crossing Point Arts: Bringing the Arts to Survivors of Human Trafficking Board Chair: 2018-2019 Teaching Artist: 2016-present Executive Board member: 2015-present Editorial Positions 2025-present Editorial Board, International Journal of Education & The Arts 2020-2021 Guest Associate Editor, Frontiers: Education and Frontiers: Psychology Special Topic, Eudaimonia and Music Learning 2015-2021 Associate Editor, Visions of Research in Music Education 2015-present Editorial Board, Action, Criticism, and Theory for Music Education 2008-2023 Editorial Board, Visions of Research in Music Education Editor, Special Issue, August, 2012 James Mursell and John Dewey: Contributions to Music Education. 2009-present Editorial Board, Cypriot Journal of Educational Sciences 2018-2022 Girls Write Now Anthology Editing Committee Peer Reviewer 2025-2026 Decolonising Aural Skills Assessment in Higher Music Education: Epistemic Authority, Evidence, and Judgment: Action, Criticism, and Theory for Music Education An analysis of creative activities in instrumental music ensembles: Educator perspectives, practices, and barriers: International Journal of Music Education Beyond benevolence: A concept analysis of care in music education: International Journal of Music Education Sound Minds in Sound Classrooms: Evidence-Based Approaches to Mental Health and Well-Being in Music Education by Joshua A. Russell, Hamid Niknampour, Birce Tanriguden, and Nicholas T. Gallucci: Oxford University Press Listening as Arts Education: Aesthetic Thinking and Musical Transfer in Cultural and Arts Pedagogy by Bolim Lee: Palgrave Macmillan 2024-2025 Envisioning an adaptive musical career: A model for imagination and navigation of a professional future: TOPICS Navigating grief and stepping into our collective power at the closure of a prison choir: Autoethnographies in Music, Spirituality, and Well-Being: Volume I & II, Peter Lang Behind the beautiful music is a person: International Journal of Education and the Arts Improvisation as Praxis, Music as a Form-of-Life by Joshua Bergamin: Palgrave Macmillan Interrogating Spartan Strong: The [University] response to fatal gun violence: Action, Criticism, and Theory for Music Education On adopting an epistemology-informed approach to music education: Action, Criticism, and Theory for Music Education Music and culture in the early years of life, Review forMusic and the Cognitive Humanities: Oxford University Press Fostering trans+ experiences of gender euphoria in choral contexts: Action, Criticism, and Theory for Music Education 2023-2024 A philosophical inquiry into utilizing ChatGPT through an I-Thou framework: Action, Criticism, and Theory for Music Education Becoming eco-centric in community music activities: Examples of climate action in Ethno folk music gatherings: International Journal of Community Music How to develop aural-improvisational powers in higher music education: Pedagogical and philosophical perspectives: TOPICS The learning process of Lofi Hip Hop in a context of capitalist realism: Action, Criticism, and Theory for Music Education The show must (not) go on: Student second responders on days after: International Journal of Education and the Arts Popular Music Will Not Save Us: Capitalism and Music Education by Lauren Richerme Kapalka: Indiana University Press We are simply better together Human, artistic, and pedagogical aspects of caring in a collaborative musical theater project: Finnish Journal of Music Education Music-related wellbeing as a teaching objective? A critical interpretive synthesis: International Journal of Music Education Can community music contribute to more equitable societies? A critical interpretive synthesis: Social Justice Review Habitually breaking habits: Agency, awareness, and decision-making in musical improvisation: Phenomenology and the Cognitive Sciences Motherhood in the Music Education Academy edited by Bridget Sweet and Kate Fitzpatrick: Oxford University Press Manipulating racist folk songs: Problematizing the practices of erasing and replacing: Action, Criticism, and Theory for Music Education The normative space of musical performance: Expertise and the symbolic body: British Journal of Aesthetics 2022-2023 An Introduction to Music Education Philosophy: Routledge Music teacher education for the future: Reflections on change: Action, Criticism, and Theory for Music Education The hard problem of musical consciousness: Journal of Aesthetics and Art Criticism #Trending: Environmental perception in higher music education: Journal of Popular Music Education Toward Equity in School Music: Ideas for Practice in Music Teacher Preparation edited by Mara Culp, Virginia Davis, and Karen Salvador: Oxford University Press Musics of the world and feelings of connectedness: Interpersonal and social aspects of elementary school childrens participation in a culturally diverse music program: International Journal of Education and the Arts A comparison of two mentored undergraduate research experiences in music education: Visions of Research in Music Education The influence of social collaboration: Non-majors in music perceptions of a songwriting course: Research Studies in Music Education Egotism, Elitism, and the Ethics of Musical Humility by William Coppola: Oxford University Press Teaching and creating music: Lived experiences of music educators throughout one year of a global pandemic: Visions of Research in Music Education Beyond repertoire: Euro-Americentric ways of knowing in the International Baccalaureate High School music curriculum framework: International Journal of Music Education Global Perspectives of Artistic Citizenship: Music, Education, Diversity, IdentitybyMaria Westvall& Emily Achieng Akuno; Routledge Music Making and the Civic Imagination by Dave Camlin, Intellect Books 2021-2022 Digital transformations: Social and cultural dynamics in the digital age, grant proposal: CHANSE, Collaboration of Humanities and Social Sciences in Europe Musical Ecologies: Community Music Ensembles edited by Leon R de Bruin & Jane Southcott, Routledge Identity, memory, and performance in the time of pandemic: A duoethnography: Visions of Research in Music Education Empowering Asian educators in the time of crisis : Action, Criticism, and Theory for Music Education From the (under)ground up: Interrogating the epistemic foundations of inclusive high school music curricula: International Journal of Music Education Reflective writing in a community music project with students in higher music education: Research Studies in Music Education Alumni perspectives of British conservatoire practices: Notions of talent: Action, Criticism, and Theory for Music Education Beauty, Reason, and Power: Music Education in a Pluralist Society by William M. Perrine, Oxford University Press Unpacking whiteness in music education: A critical autoethnography: Action, Criticism, and Theory for Music Education 2020-2021 Failing in Spite of Wonderfulness: High-Stakes Ensemble Adjudication in Low-Income Schools, Research Studies in Music Education Interdisciplinary Insights into Music and Philosophy edited by Nanette Nielsen (Ed.), Oxford University Press Musicking a different possible future: The role of music in imagination: Music Education Research Culturalappropriation and the K-12 classroom: Action, Criticism, and Theory for Music Education Chinese pre-service music teachers perceptions of augmented reality: Assisted musical instrument learning: Frontiers: Psychological Performance Science The pragmatic experience in Dewey as a possibility for school music education processes: Finnish Journal of Music Education Self-cultivation through band: A case study: Visions of Research in Music Education The relationship between achievement motivation, metacognitive awareness, attitudes and problem-solving abilities in students: Cypriot Journal of Educational Sciences Ethnographical inquiry in music education research: Recent use and future directions: Music Education Research Naming moral-political discourses in music education: A philosophical investigation: Journal of Research in Music Education Encoded text in the body: Themes of protest and healing in African diasporic dance: Social Sciences & Humanities Open The experience of musical jamming: Testing the fit of a model of hermeneutic phenomenology of spirituality in music education2019-2020 Video games in music education: The impact of video games on rhythmic performance: Visions of Research in Music Education The music teacher in the mirror: The factors of music student teacher self-efficacy: Visions of Research in Music Education Nonverbal communication in the music classroom: Visions of Research in Music Education Relationships between instrumental experience and sight-singing proficiency: Visions of Research in Music Education Music production as culturally responsive teaching tool: Visions of Research in Music Education Factors related to musical dictation teaching habits to school-aged children among independent music teachers: Visions of Research in Music Education Strategies for accommodating students with significant behavioral and emotional disorders in the music classroom: Visions of Research in Music Education Meaningful music-making in a casual social environment: An ethnographic study of an amateur university taiko ensemble: Visions of Research in Music Education One-dimensional praxis: The ideology of competition in school music. Action, Criticism, and Theory for Music Education Diversity, inclusion, and empowerment. Oxford Handbook of Music Performance, Oxford University Press Curriculum Philosophy and Theory for Music Education Praxis: A Pragmatic Account by Thomas Regelski: Oxford University Press The elephant in the music room: A content analysis of ten years of publications related to urban music education. Visions of Research in Music Education 2 proposals for MayDay Group Colloquium 32: Creating and Sustaining Equitable, Diverse, and Inclusive Music Learning Practices. University of Oregon, Eugene, Oregon: Matter matters: Situating place in music education and Equity versus hierarchy?: Considering relations of equality Group singing as healthy public. Palgrave Communications An enactive approach to learning music theory? Obstacles and openings. Frontiers in Psychology 2018-2019 Echoes and shadows. A phenomenological reconsideration of Platos cave allegory: Phenomenology & Practice 4 proposals for MayDay Group Colloquium 31. Mary Immaculate College, Limerick Ireland. Adolescents musicking: a framework of musick-play: Research Studies in Music Education 6 proposals for the International Symposium on the Sociology of Music Education 2019: Milestones in the Sociology of Music Education: Thinking about music teaching and learning sociologically from the past to the present and beyond. College of Music, University of North Texas Where have all the folksongs gone? Weve replaced them them every one (or have we?): Visions of Research in Music Education Going for broke: A talk to music teachers: Action, Criticism, and Theory for Music Education The role of leadership and facilitation in fostering connectedness and development through participation in the Just Brass music program: APPROACHES: An Interdisciplinary Journal of Music Therapy Dewey and fieldwork: Visions of Research in Music Education 2017-2018 Challenging the orthodoxy: Reconsidering notions of music and social transformation: Action, Criticism, and Theory for Music Education The Artist in Society: Renewing Professional Education in Music by Helena Gaunt: Oxford University Press Artistic citizenship: Escaping the violence of the normative (?): Action, Criticism, and Theory for Music Education The teaching approach of a notable African American music teacher: An intrinsic case study: Visions of Research in Music Education Postmodernism, music literacies, and the function-oriented music curriculum: Visions of Research in Music Education I mean, youre Christianright?: Perceptions of religious music in the public schools: Visions of Research in Music Education 2016-2017 Music Education in an Age of Virtuality and Post-Truth by Paul Woodford: Routledge Press DvoYk, who had the time for remembrance of things past : Visions of Research in Music Education  Applications of the developmental model of intercultural sensitivity (DMIS) in the field of music education : Action, Criticism, and Theory for Music Education The perils of repressive tolerance in music education curriculum: Action, Criticism, and Theory for Music Education 2015-2016 Fighting white in music education: A philosophy and curriculum for a more just and equal world: Action, Criticism, and Theory for Music Education Cultural diversity in policy and practice in Israeli music education: Finnish Journal of Music Education Music educators expertise and mandate: Who decides, based on what? : Action, Criticism, and Theory for Music Education Changes in music student teachers concerns: A multiple case study: Visions of Research in Music Education Composition as a means of fostering agency among Children: Visions of Research in Music Education Analysis of a music performance scoring rubric: Visions of Research in Music Education 2014-2015 Musical exclusions: Indigenous musical knowledge in the academy: Action, Criticism, and Theory for Music Education Reflections on Freirean pedagogy in a jazz combo lab: Action, Criticism, and Theory for Music Education Unsettling binary thinking: Tracing an analytic trajectory of the place of Indigenous musical knowledge in the academy: Action, Criticism, and Theory for Music Education The effect of sight-reading instruction on performance achievement of high school band students: Visions of Research in Music Education Comentoring in a university jazz ensemble: Visions of Research in Music Education 2012-2013 El Sistema by Geoff Baker: Oxford University Press Musical Understanding, 3rd Edition by Jackie Wiggins: Oxford University Press A New Paradigm in Music Education by David Williams: Oxford University Press Music Technology in Music Education: Amplifying Musicality, 2nd Edition by Andrew R. Brown: Routledge Press Culturally Responsive Teaching: Routledge Press 2011-2012 The Oxford Handbook of Music Education edited by Gary McPherson and Graham Welch: Oxford University Press Music teachers professional growth: Experiences of graduates from an online graduate degree program: Visions of Research in Music Education A Selected List of Performances 2025 Cali Mid-day: World Music Recital, John J. Cali School of Music, vlog, Leshowitz Theater Gahu West African Drumming and Dance Agbekor West African Drumming and Dance Kpanlogo West African Drumming and Dance 2024 Cali Mid-day: World Music Recital, John J. Cali School of Music, vlog, Leshowitz Theater Gahu West African Drumming and Dance Agbekor West African Drumming and Dance Kpanlogo West African Drumming and Dance 2023 Cali Mid-day: World Music Recital, John J. Cali School of Music, vlog, Leshowitz Theater Gahu West African Drumming and Dance Agbekor West African Drumming and Dance Kpanlogo West African Drumming and Dance 2022 Cali Mid-day: World Music Recital, John J. Cali School of Music, vlog, Leshowitz Theater Gahu West African Drumming and Dance Agbekor West African Drumming and Dance Kpanlogo West African Drumming and Dance 2021 Cali Mid-day: World Music Recital, John J. Cali School of Music, vlog, Leshowitz Theater Gahu West African Drumming and Dance Agbekor West African Drumming and Dance Kpanlogo West African Drumming and Dance 2020 World Music Recital, John J. Cali School of Music, vlog, Leshowitz Theater Gahu West African Drumming and Dance Agbekor West African Drumming and Dance Kpanlogo West African Drumming and Dance 2020 Faculty Gala Concert, John J. Cali School of Music, vlog, Leshowitz Theater Allegretto poco mosso (4th mvt) from Sonata in A for flute and piano by Csar Franck 2020 Directors Series Concert: Women Performers Celebrating Women Composers, John J. Cali School of Music, vlog, Leshowitz Theater Kokopeli by Katherine Hoover 2019 Directors Series Concert: Women Performers Celebrating Women Composers, John J. Cali School of Music, vlog, Leshowitz Theater Allegro Rustico and Sounds of the Forest by Sofia Gubaidulina 2018 Faculty Gala Concert, John J. Cali School of Music, vlog, Leshowitz Theater Andante and Rondo for Two Flutes and Piano by Albert Franz Doppler Gahu West African Drumming and Dance 2017 MSU Chorale Concert, John J. Cali School of Music, Kasser Theater Appalachian Requiemby Michael Conley (b. 1970)for mixed chorus, soprano solo & chamber orchestra Heather Buchanan, conductor; New Jersey Premiere Performance,World Premiere Performance Chamber Orchestra 2017 MSU Flute Ensemble Pre-Concert Concert, John J. Cali School of Music, Kasser Theater Balcony Fltes en Vacances by Jacques Casterde Sept Raga by Derek Charke 2017 Faculty Gala Concert, John J. Cali School of Music, vlog, Leshowitz Theater Syrinx by Claude Debussy 2017 George Segal Art Gallery West African Drumming and Dance Event, John J. Cali School of Music, vlog, Leshowitz Theater and George Segal Art Gallery Gahu West African Drumming and Dance Agbekor West African Drumming and Dance Kpanlogo West African Drumming and Dance Bamaaya West African Drumming and Dance 2017 Wednesday @ 1: World Music Recital, John J. Cali School of Music, vlog, Leshowitz Theater Gahu West African Drumming and Dance Agbekor West African Drumming and Dance Kpanlogo West African Drumming and Dance 2017 Artistic Alternatives Concert, John J. Cali School of Music, vlog, Leshowitz Theater Rondo for Two Flutes and Piano by Albert Franz Doppler 2016 Directors Series Concert, John J. Cali School of Music, vlog, Leshowitz Theater The Tender Land by Aaron Copland 2016 Faculty Recital, John J. Cali School of Music, vlog, Leshowitz Theater Three Romances Op. 94 by Robert Schumann Sonata in A for flute and piano by Csar Franck 2015 Wednesday @ 1: World Music Recital, John J. Cali School of Music, vlog, Leshowitz Theater Adzrowo West African Drumming and Dance Sichi West African Drumming and Dance Kpanlogo West African Drumming and Dance 2015 Faculty Gala Concert, John J. Cali School of Music, vlog, Leshowitz Theater Allegretto ben moderato (1st mvt) from Sonata in A for flute and piano by Csar Franck 2015 New Jersey Flute Society, John J. Cali School of Music, vlog, Leshowitz Theater Andante and Rondo for Two Flutes and Piano by Albert Franz Doppler 2015 Faculty Concert, John J. Cali School of Music, vlog, Leshowitz Theater Allegretto poco mosso (4th mvt) from Sonata in A for flute and piano by Cesar Franck Gahu West African Drumming and Dance 2015 Preparatory Division, John J. Cali School of Music, vlog, Leshowitz Theater Brandenburg Concerto, No. 4 by J. S. Bach 2015 Wednesday @ 1: World Music Recital, John J. Cali School of Music, vlog, Leshowitz Theater Gahu West African Drumming and Dance Agbekor West African Drumming and Dance Kpanlogo West African Drumming and Dance Vajta Kalova Balkan Music Ensemble Valle Dyshe Dibrane Balkan Music Ensemble Mora Mandolinn Balkan Music Ensemble Ah Ti Balkan Music Ensemble 2015 Woodwind Student-Faculty Recital, Immaculate Conception Church, Montclair, NJ The Little Beast from Creatures of the Enchanted Forest by An~e Rozman 2015 Wednesday @ 1: Chamber Music Recital, John J. Cali School of Music, Montclair State University, Leshowitz Theater Variations on a Swedish Folk Tune for Flue and Alto Flute by Ingolf Dahl 2014 Wednesday @ 1: Chamber Music Recital, John J. Cali School of Music, vlog, Leshowitz Theater Children of the Wind for Flute Quartet by Catherine McMichael 2014 Peak Performances, Kaleidoscope 2014, John J. Cali School of Music, vlog, Kasser Theater Children of the Wind for Flute Quartet by Catherine McMichael 2014 Faculty Concert, John J. Cali School of Music, vlog, Leshowitz Theater Gahu West African Drumming and Dance 2014 Chamber Music Recital, Van Vlek House and Gardens, Montclair, NJ Rigoletto Fantaisie for Two Flutes and Piano by Albert Franz Doppler 2013 Chamber Music Night, John J. Cali School of Music, vlog, Kasser Theater Children of the Wind for Flute Quartet by Catherine McMichael 2013 Flute Recital, John J. Cali School of Music, vlog, Leshowitz Theater Tambourin from Quatuor by Pierre Max Dubois 2013 Flute Recital, John J. Cali School of Music, vlog, Leshowitz Theater Jour d't la montagne for Flute Quartet by Eugene Bozza 2013 Faculty Concert, John J. Cali School of Music, vlog, Leshowitz Theater Sicilienne by Gabriel Faure 2013 Flute Recital, John J. Cali School of Music, vlog, Leshowitz Theater Pastorale and Ronde from Jour d'te a la montagne by Eugene Bozza for Flute Quartet Fictions for four flutes by Mike Mower 2013 Wednesday @ 1: Woodwind Chamber Concert, John J. Cali School of Music, vlog, Leshowitz Theater Fictions for four flutes by Mike Mower 2012 Peak Performances, Kaleidoscope 2012, John J. Cali School of Music, vlog, Kasser Theater Ronde by Eugene Bozza for Flute Quartet 2012 Faculty Concert, John J. Cali School of Music, vlog, Leshowitz Theater Three Romances Op. 94 by Robert Schumann 2012 Mid-America Productions, vlog Flute Studio Recital Weill Recital Hall at Carnegie Hall Fictions for four flutes by Mike Mower La Milonga by Christopher Caliendo Within by Ian Clark 2011 Peak Performances, Kaleidoscope 2011, John J. Cali School of Music, vlog, Kasser Theater Scherzo (from A Midsummer Nights Dream) for Flute Quartet by Felix Mendelssohn (arr. Howard A. Cohen) 2010 Faculty Concert Series, John J. Cali School of Music, Montclair State University, Kasser Theater Wind Quintet by John Harbison Creation of the World by Darius Milhaud 2009 Faculty Concert, John J. Cali School of Music, vlog Three Romances Op. 94 by Robert Schumann 2008 Chamber Music Concert, Saint Johns Church, New York City Music for Flute, Saxophone, and Piano 2004 The Composition Syndicate: An Evening of New Music, Tenri Cultural Institute of New York Neo Arirang for solo flute by Jong Suh Lee Two Centuries of Music for Flute and Piano, Southampton Cultural Center Sonata for flute and piano by Francis Poulenc Suite Paysanne Hongroise by Bartok-Arma Phantasiestcke by Robert Schumann Sonata in A Major by Cesar Franck 2003 Solo Recital, Black Box Theater, New York City Sonata in G major, op.9 No. 7 by Jean-Marie Leclair Kokopeli by Katherine Hoover Fantasie by Georges Hue Allegro Rustico and Sounds of the Forest by Sofia Gubaidulina Sonata in b minor, BWV 1030 by J.S. Bach Metro Flutes! Chamber Music Series, Good Shepherd Church, New York City Jour dt la Montange by Eugene Bozza Sinfonica, Op. 12 by Anton Reicha Pavane Pour une Infante Defunte by Maurice Ravel Pastorale by Igor Stravinsky Sarabande by Claude Debussy Turkish March by W.A. Mozart Solo Recital, Black Box Theater, New York City Sonata in g minor, BWV 1020 by J.S. Bach Sonata No.1 in Bb, K.V. 10 by W.A. Mozart Three Romances Op. 94 by Robert Schumann Joueurs de Flute by Albert Roussel Sonata in A major by Cesar Franck 2002 Solo Performance, NYU Composers Forum Neo Arirang Variation for solo flute by Jong Suh Lee (World Premiere) The Sunset of Spring for solo flute and tape by Jong Suh Lee (World Premiere) Kokopeli by Katherine Hoover Itinerant by Toru Takemitsu 2001 Solo Performance, Merkin Concert Hall, New York City Syrinx by Claude Debussy Purchase Camerata, Recital Hall, Purchase Conservatory Sonata in G Major, BWV 1039 for two flutes and continuo by J.S. Bach Chaconne from LImpriale (Les Nations) by Franois Couperin 2001 NYU Chamber Music Series, Black Box Theater, New York City Trio in a minor for flute, oboe, and continuo by Georg Frederick Telemann Trio, op. 78 Theme and Variations for flute, cello, and piano by J.N. Hummel Trio for flute, cello, and piano by Bohuslav Martinu 2000 NYU Chamber Music Series, Frederick Loewe Theater, New York City Trio for flute, cello, and piano by Carl Maria von Weber 2000 Guest Artist Recital 20th Century Russian Repertoire, University of Nebraska at Kearneys Fine Arts Recital Hall Six Pieces for Flute and Piano by Fikret Amirov Allegro Rustico and Sounds of the Forest by Sofia Gubaidulina Sonata for Flute and Piano by Sergei Prokofiev GRANTS Grant Proposals Submitted 2013 Title: Launching a West African Drum and Dance Ensemble Submitted By: Dr. Marissa Silverman and Dr. Lisa DeLorenzo Submitted For: Theodore Presser Grant Amount Requested: $8000 2010 Title: John J. Cali School of Music, MayDay Group Colloquium XXII: Ethics in Music Education Submitted By: Dr. Marissa Silverman Submitted For: Open Meadows Foundation Amount Requested: $2000 2010 Title: John J. Cali School of Music, MayDay Group Colloquium XXII: Ethics in Music Education Submitted By: Dr. Marissa Silverman Submitted For: Mockingbird Foundation Amount Requested: $2500 PROFESSIONAL AWARDS Fellowships 2011-2016 Fulbright Specialists Roster B. Lectureships 2018 Music Education Philosophy Universidad Panamericana, Mexico City ($1000) 2012 Fulbright Specialists Grant Sibelius Academy, Helsinki, Finland ($2400) C. Honors and Awards 2019 Sabbatical, Fall semester, vlog 2017 Special Symposium dedicated to Artistic Citizenship: Artistry, Social Responsibility, and Ethical Praxis. Aaron Copland School of Music, Queens College 2015 Special Review Issue dedicated to Music Matters: A Philosophy of Music Education, 2nd edition. Action, Criticism, and Theory for Music Education 2015 National Association for Music Education (NAfME) Service Award 2013-2014 Engaged Teaching Fellows Program - Mentor, vlog ($1000) 2013 National Association for Music Education (NAfME) Service Award 2012 Global Education Travel Grant, vlog ($800) 2011-2013 vlog Creative Thinking Project ($2000) 2010-2011 Separately Budgeted Research Grant, vlog ($1000) 2010-2011 Engaged Teaching Fellows Program - Fellow, vlog ($1000) 2010-2015 Faculty Scholarship Program (yearly course reduction), vlog 2007 NYU-Adjunct Faculty Professional Development Grant, NYU-Steinhardt ($1000) 2006 AmeriCorp Service Award ($7500) 2005 AmeriCorp Teaching Grant ($7500) 2005 NYC Teaching Fellow (Free Tuition-Pace University) UNIVERSITY, COLLEGE, DEPARTMENT, AND COMMUNITY SERVICE Service to vlog Sept 1, 2009- Teacher Education Policy Committee, vlog. present Nov 2011- Steering Committee for Continuous Improvement of Teacher Education present (CITE), vlog. Nov 2011- Committee on University Effectiveness, vlog. present Sept 2012 Chapter Advisor, Collegiate Division, National Association for Music present Education. Dec, 2013- Graduation Writing Requirement Committee, vlog. present Fall 2021- Program Notes for MSU Symphonic Band and Wind Symphony Concerts present Fall 2024 Program Notes for MSU Crawford Concert: Raising Her Voice Fall 2024 Beethoven 9th Symphony Curriculum Map. With NAfME members, created Curriculum Guides for New Jersey Public School use to study and engage with the Beethovens 9th Symphony at NJPAC. Spring 2024 Seal Lullaby Curriculum Map. With NAfME members, created Curriculum Guides for New Jersey Public School use to study and engage with Eric Whitacres Music at vlog Sept 2018- Distinguished Teacher Committee, vlog. 2021 Sept 2013- Founder with Prof Tiger Roholt (Department of Philosophy and Religion): Montclair 2016 State University Philosophy and Music Reading Group. Bi-monthly meetings of students, staff, and professors conversing about topics in philosophy and music. Sept 2014- Annelies Curriculum Map. With NAfME members, created Curriculum Guides May 2015 for New Jersey Public School use to study and engage with James Whitbourns Annelies. See: http://montclairstatenafme.org/annelies-curriculum-map-2/ Sept 2012- Brahms Curriculum Map. With NAfME members, created Curriculum Guides May 2013 for New Jersey Public School use to study and engage with the Brahms German Requiem. See: http://montclairstatenafme.org/curriculum-maps/ June 17-20, Conference Chair, MayDay Colloquium XXII, John J. Cali School of 2010 Music, vlog. Service to the College of the Arts Sept 2024- College of the Arts Research Committee, vlog. present Sept 2023- Chair, College of the Arts Research Committee, vlog. May 2024 Sept 2020- College of the Arts Advisory Board Scholarship Committee, Montclair State present University. Sept 2014- College of the Arts Open House Representative, Montclair State present University. Sept 2021- Alternate Member, College of the Arts Research Committee, Montclair State May 2022 University. May-2010- College of the Arts Convocation. 2014 Sept 2012- College of the Arts Research Committee, vlog. May 2013 Sept 2011- College of the Arts Convocation Committee, vlog. May 2012 Service to the Department/School 2023-present Cali School of Music Wind Symphony Concerto Competition Judge 2024-present Personnel Action Committee, John J. Cali School of Music, Montclair State University. 2024-2025 Search Committee Member for an Assistant Professor of Music History, John J. Cali School of Music, vlog. 2023-2024 Chair, Search Committee for an Assistant Professor of Music Education, John J. Cali School of Music, vlog. 2022-2023 Chair, Post-doctoral Teaching Fellowship Search Committee, John J. Cali School of Music, vlog. 2022-2023 Member of faculty Search Committee for an Assistant Professor and Director of Orchestra, John J. Cali School of Music, vlog. 2020-2023 Personnel Action Committee, John J. Cali School of Music, Montclair State University. 2018-2019 Personnel Action Committee, John J. Cali School of Music, Montclair State University. 2017-2018 Member of faculty search committee for an Assistant Professor of Music Education/Music Technology, John J. Cali School of Music, vlog. 2017-2018 Member of faculty search committee for an Assistant Professor and Director of Orchestra, John J. Cali School of Music, vlog. Sept 2014- Personnel Action Committee, John J. Cali School of Music, Montclair 2017 State University. Sept. 2010- International Committee, John J. Cali School of Music, Montclair State 2020 University. Sept. 2010- Curriculum Committee, John J. Cali School of Music, Montclair State 2023 University Sept. 2010- Graduate Music History Exam Assessor, John J. Cali School of Music, 2024 vlog. Sept. 2009- Graduate Music Education Comprehensive Exam Assessor, John J. Cali School of present vlog. Sept. 2010- Program Initiatives Committee, John J. Cali School of Music, Montclair May 2014 State University. March 2011- Scheduling Committee, John J. Cali School of Music, Montclair State May 2013 University. March 2010- Scholarship Enrollment Management Committee, John J. Cali School of June 2010 Music, vlog. March 2010- Student Concerns Committee, John J. Cali School of Music, Montclair 2011 State University. April, 2013 Member of search for Associate Director for the John J. Cali School of Music, vlog. March 2013 Chair of faculty search for a Visiting Specialist in African Drumming and Dance, John J. Cali School of Music, vlog. Nov, 2012 Member of faculty search committee for an Assistant Professor of Music Technology, John J. Cali School of Music, vlog. Nov, 2011 Chair of faculty search committee for a Visiting Specialist in Instrumental Music Education, John J. Cali School of Music, vlog. April, 2011 Chair of faculty search committee for a Visiting Specialist in Choral Music Education, John J. Cali School of Music, vlog. April, 2011 Chair of faculty search committee for a Visiting Specialist in Instrumental Music Education, John J. Cali School of Music, vlog. Aug, 2010 Chair of faculty search committee for a Visiting Specialist in Music Education, John J. Cali School of Music, vlog. April, 2010 Chair of faculty search committee for a Visiting Specialist in String Methods, John J. Cali School of Music, vlog. Dec, 2009 Faculty search committee for a Visiting Specialist in Conducting, John J. Cali School of Music, vlog. Service Off-Campus 2017-present NJMEA Committee on Inclusiveness, Diversity, Equity, Access 2018-2022 Girls Write Now Editorial Member 2018-2019 Girls Write Now Mentor March 2019 Rhode Island College Music Education Curriculum Review March 2011- College Music Society, Council on Cultural Inclusion. present 2010-2014 MayDay Group: Steering Committee Member 2010-2014 MayDay Group: Colloquium Coordinator PROFESSIONAL ACTIVITIES AND MEMBERSHIPS Organization Dates International Society for Music Education (ISME) Sept. 2006-present MayDay Group Sept. 2000-present Steering Committee Member 2009-2014 01BCDRSdefxyz{yyqyiyaaaah:h;>*h:h6h:h^ 6h:h;6h:h%6 h:h^ h:h;h:h#6h:hGn5>*h:h;5>*CJaJh:h^ 5>*h:h;5h+h;5CJaJh+h 5CJaJh+hT/5:CJ\aJh+h;5:CJ\aJ#01BCDRSf{ 0k x!*$gd# 0*$gd" 0*$gd# $ *$a$gd# 0*$gd#$ 0*$a$gd#$ 0*$a$gd+> # $ : ; = > } ~  0N h*$^hgd# `^``gdW 0k x!*$gd# 0 h*$^hgd#= > # $ : ; < = > O ` | } ~  0 ʿꗋ}}}yuyhgWh h:hgW h:hLh:h;5CJaJh:h;5>*CJaJ hvnh;Mh+h;M hvnhWhWhW5>*CJaJh:hW5>*CJaJ hW6 h#6h:h#6h:h;>* h:h; h:h#+  1 2 [ \ ~  B C [ \  0k x!*$gd# 0k x!*$gdY 0**$gd# 0N h*$^hgd# 0k x!L*$]Lgd# 0k x!*$gd#0 1 2 Y [ \ g h r s w x } ~  A B C [ \ p q v }  !&-2IJMmοοᥥ{ h:h\m h:hfO h:hp! h:hxX h:h h:h h:h;5h5wZ5>*CJaJ hYh^ h:hLh:h;>* h:h;h:h;5CJaJh:h;5>*CJaJh:h^ 5>* h:h0\ p q !I>xL & F &^&gdb & F&^&gdb & FgdKkgdbgd;gdxXgd# & F 0*k x!&*$^&gd#>xLS1defg!"@UVoqzվܷѷՆկh:hbH* h:h $ h $\ h8\ h $hbhP_O hP_O\h:hb\ h:hKkh h:hCrhCrh@hKk h:hbhbh; h:hW h:hW&Z h:h\m h:hfO3LS1g"V ;w & F *^*gd5 & F *^*gdp  & F *^*gdKk & F *^*gdb  ;_w%VW`2459:GHvh.h3FCJOJQJh3Fhh5B*\ph h5\hh5\ hhh h:hii h:h8'< h:hWhos h:hoshb h5h5h5 h:h5 h:hp h:hb h:h8h8*W45:^gd/gdp^pgd & F?gd^gd & F *^*gd58Y & F ^`gdb & F *^*gdb & F *^*gdos\ijkp !"#Ƹ{qgZPF9hA<)hA<)B*\phhA<)B*\phhsB*\phhshsB*\phhA<)hY5\hYhs5\hA<)hA<)5B*\phhA<)hA<)B*CJaJphhA<)hYCJhYhA<)CJhA<)hA<)5\hsh;h;5B*\phh3F5B*\phh.h.5B*\ph'h.h.5B*CJOJQJ\phh.h.CJOJQJ\jkpijgh & F+gdqgdq & F+gdq & F+gdsp^pgdY & F+gdA<)^gd/ v^`vgd;2$ & F=[$\$^`a$gd.#bchijyz{,.fghwyHIJO]Ż󧣟yytmmbm^^h#h35B*\ph hYnhq h35h#hq5 h#hqh#hqCJh35B*phh3hqhshA<)hs5CJhA<)B*\phhsB*\phhshsB*\phhA<)hY5B*phhs5B*phhA<)5B*phhA<)hA<)5B*ph$IJOXYkl/ & F&p^pgdgdULgdP$gdYn & F+gdgd# & F+gd^gd/gds & F+gdqgdq] ABWXYefbjkl|Ŭѡ{t hULhUL hUL5 hP$5hP$hP$5 hR5 hP$hP$hTZhP$5 hP$h#h#hYnhYn5B*\ph hYnh#hYn hYnhYn hYn5h#h#5hy((5B*ph h#h#h#h#CJh#h#5B*ph+|}./05A+D[\]km    . 0 6 < ûóóì~h:h]=5h:h0:5 h:h0:h:h8c5h:hdZX5 h:hdZX h:h"h:hHl5h:hco5 h:hHlh:h/5B*\ph h:h/ h:ht8h#hULhUL5B*phhULhUL5./05\]  j k F!gd0:p^pgd0:p^pgddZX^gd#gdHlp^pgdHl & F gd^gdHl< = ? 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