(p. xiii) About the Contributors
(p. xiii) About the Contributors
Carlos R. Abril is associate professor and director of music teacher education at the University of Miami, FL, USA. He is coeditor of the book, Musical Experience in Our Lives (Rowman & Littlefield, 2009) and has published book chapters and articles focusing on the sociocultural nature of music education.
Mayumi Adachi is professor of music psychology at Hokkaido University and the editor/translator of Enso o Sasaeru Kokoro to Kagaku 2011 Seishin Shobo (Japanese translation of The Science and Psychology of Music Performance, 2002, Oxford University Press).
Sarah J. Bartolome is assistant professor of music education at Louisiana State University. She has published several chapters and journal articles on issues related to children’s musical culture, ethnomusicology and music education, and music teaching and learning.
Marisol Berríos-Miranda is an ethnomusicologist who specializes in Caribbean and Latin American music. She has published extensively on salsa music and Latino identity, music and social change, and community music. She is curator of the Smithsonian traveling exhibit “American Sabor: Latinos in US Popular Music,” a senior Ford fellow, and a Jubilation Foundation fellow.
Tyler Bickford received his PhD in ethnomusicology in 2011 from Columbia University, where he teaches as a lecturer in the core curriculum. He studies US schoolchildren’s media consumption and expressive culture and is writing a book about the tween music industry.
Sally Bodkin-Allen is the academic leader for the bachelor of contemporary music at the Southern Institute of Technology in Invercargill, New Zealand. She is a mother of five budding musicians, has a keen interest in music education, and has composed four musicals, including two for school children.
Gregory D. Booth is associate professor of ethnomusicology in the department of anthropology at the University of Auckland. He is the author of Brass Baja: Stories from the World of Indian Wedding Bands (Oxford University Press, 2005) and Behind the Curtain: Making Music in Mumbai’s Film Studios (Oxford University Press, 2008).
Patricia Shehan Campbell is Donald E. Peterson Professor of Music at the University of Washington. Her published works include Songs in Their Heads: Music and Its (p. xiv) Meaning in Children’s Lives (, 2010), Teaching Music Globally (2004), Musician and Teacher (2008), and Music in Childhood (fourth edition, 2013). She serves on the board of Smithsonian Folkways and is president of the College Music Society.
Lily Chen-Hafteck is associate professor of music education at Kean University, New Jersey, USA. She has published numerous journal articles and book chapters on early childhood music, the relationship between children’s singing and languages, and cultural issues in music education.
Judah M. Cohen is the Lou and Sybil Mervis Professor of Jewish Culture and associate professor of folklore and ethnomusicology at Indiana University. In addition to numerous essays, he has authored three monographs, including The Making of a Reform Jewish Cantor: Musical Authority, Cultural Investment (Indiana University Press, 2009), and coedited The Culture of AIDS in Africa: Hope and Healing in Music and the Arts (Oxford University Press, 2011).
Eugene Dairianathan is head of the Visual and Performing Arts academic group at the National Institute of Education, Nanyang Technological University, Singapore. His publications focus on interdisciplinary perspectives on music.
Sonja Lynn Downing is assistant professor of ethnomusicology at Lawrence University in Appleton, Wisconsin. Her article “Agency, Leadership, and Gender Negotiation in Balinese Girls’ Gamelans” was published in Ethnomusicology (2010).
Andrea Emberly is an ethnomusicologist who specializes in research on children’s musical cultures in South Africa and Australia. She completed her PhD at the University of Washington in 2009 and conducted postdoctoral research at the University of Western Australia from 2009 to 2011 before becoming assistant professor of Children’s Studies at York University in Toronto, Canada.
Kristin Harris Walsh holds a PhD in folklore from Memorial University of Newfoundland and an MA in dance from York University. Her research focuses on vernacular dance practices, children’s culture, and dance education. She is currently adjunct professor and project coordinator at the MMaP Research Centre at Memorial University’s school of music.
Anna Hoefnagels is assistant professor at Carleton University in Ottawa, Canada. Her teaching and research specializes in first peoples’ musics in Canada, music and gender, folk and traditional music in Canada, and ethnomusicology. Her publications have focused primarily on intertribal music genres and issues of gender, performance, and tradition in Central Canadian aboriginal communities.
Beatriz Ilari is assistant professor of music education at the University of Southern California in Los Angeles. She has conducted research on children’s musical engagement throughout Brazil and in Japan and by different groups—from urban school children to the Amazonian riverine.
Alan M. Kent is lecturer for the Open University, United Kingdom and visiting lecturer in Celtic Studies at the University of La Coruña, Galicia. His publications (p. xv) include The Literature of Cornwall: Continuity, Identity, Difference (Redcliffe Press, 2000) and The Theatre of Cornwall: Space, Place, Performance (Redcliffe Press, 2010). He has also written on the enthnomusicology of Cornwall for numerous journals.
Alexandra Kertz-Welzel, PhD, is professor and chair of the department of music education at Ludwig Maximilian University in Munich, Germany and, in addition to numerous articles in leading journals, author of the book Every Child for Music: Musikpädagogik und Musikunterricht in den USA (Blaue Eule, 2006).
Young-Youn Kim has a PhD in music education (University of Washington, USA). She is a professor at Silla University (Korea) and the chief editor of the Korean Journal of Music Education. Her main research area is early childhood music education.
Magali Kleber teaches at Londrina State University (UEL) in Brazil. She coordinates a research group for music education and social movements at the National Research Council in Brazil and is the president of the Brazilian Association for Music Education. She also chairs the Community Music Activity Commission and is leader of the research group Music Education and Social Movements for the International Society for Music Education.
Lisa Huisman Koops, PhD, is assistant professor of music education at Case Western Reserve University. Her research focuses on the vital role of the family in optimizing early music development and education.
Chee-Hoo Lum is assistant professor in music education at the National Institute of Education, Nanyang Technological University, Singapore. He is also director for UNESCO-NIE Centre for Arts Research in Education, part of a regional network of observatories stemming from the UNESCO Asia-Pacific Action Plan. His publications focus on children’s musical cultures, creativity and improvisation in children’s music, elementary music methods, and world musics in education.
Noriko Manabe is assistant professor of music at Princeton University, an ethnomusicologist and music theorist, and an affiliate in East Asian and Latin American Studies. She has published articles on Japanese rap and DJs, Cuban music, and music and mobile media in Ethnomusicology, the Latin American Music Review, Asian Music, and the volume Internationalizing Internet Studies.
Kedmon Mapana is an assistant lecturer at the University of Dar es Salaam, Tanzania, department of fine and performing arts, and is completing doctoral studies at Seattle Pacific University. His publications are included in the African Cultural Studies Journal and the British Journal of Music Education. He is the recipient of a recent award from AIRS (Advancing Interdisciplinary Research on Singing, Canada) for his work on Wagogo children’s music and was named a Jubilation Foundation fellow in 2009.
Kathryn Marsh is associate professor of music education at the Sydney Conservatorium of Music, University of Sydney and is the author of The Musical Playground: Global Tradition and Change in Children’s Songs and Games (Oxford University Press, 2008). (p. xvi)
Terry E. Miller, primarily known for his research in mainland Southeast Asia, has also researched folk religious music traditions of the United States, Scotland, and the English-speaking West Indies. He, along with Dr. Sara Stone Miller, has researched the Church of God and Saints of Christ since 1982 in the USA, Jamaica, and South Africa. Miller coedited and wrote part of The Garland Encyclopedia of World Music (Southeast Asia) and co-authored World Music: A Global Journey.
Sara Stone Miller is an ethnomusicologist and music educator and was on the faculty at Kent State University for nineteen years. Her major area of study is the Church of God and Saints of Christ, with additional ethnomusicological research in East and Southeast Asia, the Caribbean, the United Kingdom, South Africa, and the USA with her husband, Terry E. Miller.
Amanda Minks is assistant professor of anthropology in the Honors College of the University of Oklahoma. She is author of the forthcoming book Voices of Play: Miskitu Children’s Speech and Song on the Atlantic Coast of Nicaragua (University of Arizona Press, 2013).
Marvelene C. Moore, professor of music education and James A. Cox endowed chair at the University of Tennessee, Knoxville, is editor of Critical Essays in Music Education (Ashgate, 2012) and Kaleidoscope of Cultures (R&L Education, 2010) and movement author of the Pearson Education textbook series, Making Music, K–8 (2005).
Sylvia Nannyonga-Tamusuza is associate professor of music at Makerere University (Uganda) and has written on popular music, music, and social identity. Her recent book is titled Baakisimba: Gender in Music and Dance of the Baganda People of Uganda (Routledge, 2005).
Robert Pitzer taught instrumental music in the public schools of Washington State for twenty-three years and now teaches music education courses at Western Washington University in Bellingham, Washington. His research interests include jazz education and multicultural music in schools.
Christopher Roberts received his Ph.D. from the University of Washington. His scholarly and instructional interests include children’s songs and singing style, world music pedagogy, and music teacher education.
Natalie Sarrazin, PhD, is associate professor at the College at Brockport, State University of New York and an ethnomusicologist and music educator. Her recently published book is titled Indian Music for the Classroom (MENC and Rowman Littlefield Press, 2008).
Hope Munro Smith is assistant professor in the department of music at California State University, Chico. She is an ethnomusicologist who specializes in the music of the Caribbean.
Jusamara Souza is professor of music education in the Institute of Arts at the Universidade Federal do Rio Grande do Sul. Her research interests include formal and informal music education, mass media, and music education. (p. xvii)
Janet Sturman is professor of music and ethnomusicology at the University of Arizona in Tucson and author of Zarzuela: Spanish Operetta, American Stage (University of Illinois Press, 2000).
Polo Vallejo has a PhD in ethnomusicology and is associate professor at the Universidad Complutense de Madrid, collaborator at the Association Polyphonies Vivants (Paris), and a member of MCAM (University of Montreal) and the Carl Orff Foundation. He is the author of Mbudi Mbudi na Mhanga (Musical Universe of Wagogo Children, Tanzania), published in 2004.
Peter Whiteman is deputy head of the Institute of Early Childhood, Macquarie University, Australia. His research focuses on early childhood music education, with particular interests in reconstructed childhoods and children’s voices in research.
Trevor Wiggins was director of music at Dartington College of Arts, UK and is now a research associate at SOAS, University of London, and a freelance musician-scholar. His publications include books, CDs, and articles covering ethnomusicology and music education, with a particular focus on West Africa. (p. xviii)