Presenters

Abad, Vicky (Australia)

Supporting lifelong family music practices

Ansdell, Gary (UK)

A Music Therapy Perspective on the Musical Lifecourse: Disruptions & Epiphanies

Barbeau, Audrey-Kristel (Canada)

The relationship between formative musical experience and music participation in late adulthood

Barrett, Margaret (Australia)

Invented song-making in early learning and life: laying the foundations for lifecourse engagement

Bissonette, Josiane (Canada)

Music performance anxiety: its impact on the musical lifecourse

Bolduc, Jonathan (Canada)

Music and social development in pre-schoolers

Charise, Andrea (Canada)

Digital Age Studies: Resonant Storytelling and The Resemblage Project

Cohen, Annabel (Canada)

The lifecourse potential of making music with the human voice

Creech, Andrea (Canada)

Creative Ageing with Music Technology

Dubé, Francis (Canada)

Agency in informal and participatory music learning

Flynn, Libby (Australia)

Musical Potentials : Can we be doing more?

Higgins, Lee (UK)

Community music and its place in the musical life journey

Laes, Tuulikki (Finland)

Inclusion in music education across the lifecourse

Mantie, Roger (USA)

The Ethical Imperative to Foster Leisure-time Participation for All People

O’Neill, Susan (Canada)

Affordances of Spaces and Multimodal literacies

Peters, Valerie (Canada)

Music education and social emotional competencies: a meta-analysis

Poon, Johnny (China)

The music education role of professional arts organisations

Shehan-Campbell, Patricia (USA)

Cultural Cases of the Musical Lifecourse

Vaillancourt, Guylaine (Canada)

The contribution of music therapy to social justice across the musical lifecourse

Varvarigou, Maria (UK)

Fostering young musicians’ subjective wellbeing through intergenerational health musicking

Willingham, Lee (Canada)

Facilitating Lifelong Engagement in Participatory Music Making

Emerging Scholars

Boucher, Mathieu (Canada)

Music learning as a context for the development of lifelong self-regulation skills

Coppey, Sonia (Canada)

Burnout, resilience, and the musical lifecourse

Gaboury, Véronique (Canada)
Music and social development in pre-schoolers (Co-Presenter)

Gaudette-Leblanc, Aimée (Canada)

Musical practices and development of the parent-child attachment relationship

Music and social development in pre-schoolers (Co-presenter)

Marie-Audrey Noël (Canada)

Music education and social emotional competencies: a meta-analysis (Co-Presenter)

Pierre-Vaillancourt, Zara (Canada)

The meaning of listening as a lifelong musical practice

Seminar Discussant

Professor Susan Hallam - MBE

BA MSc PhD LRAM Cert Ed CPsychol, AFBPsS FRSA AcSS

Patrick Schmidt

Associate Professor, Chair of Music Education and Dance, Don Wright Faculty of Music Western University

Roger Mantie is Associate Professor at Arizona State University. His teaching and scholarship, informed by his fourteen years as a school music educator in Manitoba, emphasizes connections between schooling and society, with a focus on lifelong engagement in and with music and the arts. He is on the editorial boards of Bulletin of the Council for Research in Music Education, Action, Criticism, and Theory for Music Education, International Journal of Community Music, Journal of Popular Music Education, and the Canadian Music Educator, and is co-editor of the Oxford Handbook of Music Making and Leisure (2016) and the Oxford Handbook of Technology and Music Education (2017). Roger brings to this seminar his specific expertise in theorising and researching music as a lifelong leisure practice.

Andrea Creech, Professor in Didactique Instrumentale at Ulaval and Canada Research Chair in Music in Community, brings to this expert seminar her leadership and expertise as a musician, music educator, and psychologist. Andrea’s research interests have focused around musical development across the lifespan, as well as pedagogies and practices that support the musical and wider benefits of musical engagement. Recently, Andrea’s research has focused on the theme of creative ageing, including cutting edge work concerned with the potential for assistive digital music technologies to mediate barriers to participation amongst older people and thus serve as the context for lifelong creative and collaborative musical opportunities. Andrea is Editor of Psychology of Music, and Graduate Member of the British Psychological Association, External Examiner for the Royal Academy of Dance, and Senior Fellow of the UK Higher Education Academy. She has published widely and has been an invited Keynote at several international conferences.

Dr Audrey-Kristel Barbeau, assistant professor at UQAM (professeure en pédagogie musicale, enseignement collectif au primaire et au secondaire), brings her expertise in commDr Audrey-Kristel Barbeau, assistant professor at UQAM (professeure en pédagogie musicale, enseignement collectif au primaire et au secondaire), brings her expertise in community music for elderly adults and the health-related benefits of music-making. She founded the Montreal New Horizons Band and is Quebec representative of the New Horizons International Music Association. She has been involved in the organization of the first Montreal Wind Conducting Symposium, and has been research grant and administrative organizer at CIRMMT. Audrey-Kristel has a significant network of contacts in the area of Music Education in Quebec through her involvement in community music and her excellent relationships with music education students, alumni, research partners, stakeholders, and colleagues. Her interest in a lifecourse perspective is informed by teaching experience at all levels of the formal education system (e.g. kindergarten, elementary and high schools, and university) in both rural and urban/multicultural environments, and in English and in French. unity music for elderly adults and the health-related benefits of music-making. She founded the Montreal New Horizons Band and is Quebec representative of the New Horizons International Music Association. She has been involved in the organization of the first Montreal Wind Conducting Symposium, and has been research grant and administrative organizer at CIRMMT. Audrey-Kristel has a significant network of contacts in the area of Music Education in Quebec through her involvement in community music and her excellent relationships with music education students, alumni, research partners, stakeholders, and colleagues. Her interest in a lifecourse perspective is informed by teaching experience at all levels of the formal education system (e.g. kindergarten, elementary and high schools, and university) in both rural and urban/multicultural environments, and in English and in French.

Vicky Abad is a Registered music therapist and researcher. She brings to this seminar her expertise in clinical and research practice in the areas of parent-child music therapy, family music therapy, community music therapy and music early learning, with a particular focus on families with young children. Vicky is an internationally regarded presenter and speaker. She has keynoted at music therapy conferences, trained clinicians around the world and presented at numerous international conferences. Vicky is also a world leading clinician in music early learning programs, running a successful clinical practice specialising in this area of practice. She has extensive clinical experience working with families and children in music therapy settings. Vicky is the President of the Australian Music Therapy Association, has edited a book, written a number of book chapters and 25published in national and international journals.

Prof Gary Ansdell has been a music therapist for thirty years, working mostly in the area of adult mental health in the last decade, and currently in late-life care settings. He has been involved in a wide range of areas of music therapy practice, and in developing the Community Music Therapy movement. Gary has also been active in training and research, developing new Masters and PhD programmes for Nordoff Robbins, where he was Director of Education (2008-15). He has published widely in the areas of music therapy and music and health and is author/co-author of seven books on music therapy, the latest of which include How Music Helps: In Music Therapy & Everyday Life (2014) and with Tia DeNora Musical Pathways in Recovery: Community Music Therapy & Mental Wellbeing (2016). His longterm collaboration with the music sociologist Tia DeNora has led to their joint editorship of the new book series Music and Change for Ashgate Publishers.
Gary currently works as an independent music therapy practitioner, consultant and scholar, and is an Associate of Nordoff Robbins, UK, where he is Convenor of the MPhil/PhD programme. He is also an honorary Professor in the department of sociology, philosophy and anthropology at Exeter University and Adjunct Professor in Music Therapy at the University of Limerick.

Professor Margaret Barrett is Head of the School of Music at The University of Queensland. International roles include President of the International Society for Music Education (2012 – 2014), Chair of the Asia-Pacific Symposium in Music Education (2009 – 2011), Chair of the World Alliance for Arts Education (2013 – 2015). She contributes her international leadership in music in early learning, the pedagogies of creativity and expertise, invented song notation. Publications, numbering over 150, include Creative collaborations in music thought and practice (Ashgate, 2014), A cultural psychology of music education (OUP, 2011), and Narrative Soundings: An anthology of narrative inquiry (with Sandra Stauffer, Springer, 2012). Her research has been supported by Australian Research Council, the Australia Council for the Arts, the British Academy, and several Foundations. She has received many awards, most recently a Fulbright Senior Research Fellowship (2017 – 2018) and The UQ Award for Excellence in Research Supervision (2016).

Josiane Bissonnette, PhD (Music Education) and recipient of a Governor General of Canada academic medal, brings to the research network her expertise in the psychology of musical performance. Her doctoral studies, funded by the Fondation Desjardins, the FRQSC, and SSHRC, focused on music performance anxiety. Prior to that, she was awarded a Masters in piano performance at the University of Montreal and, in parallel, studied psychology at the University of Québec, Montreal (UQAM). She is currently a course leader in psychology of performance at Université Laval, and also a supervisor for the Masters in Didactique Instrumentale.

Jonathan Bolduc (Canada Research Chair in Music and Learning – Full professor Ulaval) brings to the expert seminar his expertise concerned with the effects of music education in preschool/school aged children from various backgrounds. Jonathan is the Director of the laboratoire Mus-Alpha, funded by the Canadian Foundation for Innovation, where he researches the impact of music education on cognitive, language, motor, social, and affective development in childhood. His work has been published in many scientific journals and he has presented at many international conferences. Jonathan is a regular member of the Observatoire interdisciplinaire de création et de recherche en musique (OICRM) and an associate member of the International Laboratory for Brain, Music and Sound Research (BRAMS).

Andrea Charise, Assistant Professor in the new Interdisciplinary Centre for Health & Society at the University of Toronto, brings to the seminar an interdisciplinary lens that has informed her work as the lead developer of Canada’s first undergraduate program in Health Humanities. She is the Founding Director and Principal Investigator of SCOPE: The Health Humanities Learning Lab, an arts-and humanities-based research and education initiative. Andrea also holds a cross-appointment in the Faculty of Medicine’s Department of Psychiatry, UofT’s Graduate Department of English (literature being her primary area of scholarship) and the Collaborative Graduate Program in Women’s Health at the Women’s College Research Institute. This interdisciplinary background has shaped Andrea’s interest in the relationship between the humanities, health, and medicine in multiple capacities, including: peer-reviewed publications, innovative undergraduate curriculum design, conference organization, and invited lectures.

Annabel Cohen is Professor of Psychology and Director of the Auditory Perception and Music Cognition Research and Training Laboratory, at the University of PEI. Her contribution to this seminar will focus on her leadership and expertise as the Principal Investigator for a major international research collaboration focusing in singing – Advancing Interdisciplinary Research in Singing (AIRS) funded by the SSHRC Major Collaborative Research Initiatives program. Annabel has published over 100 articles, book chapters, and conference proceedings papers. She is the recent editor of Psychomusicology: Music, Mind & Brain. She serves as an associate or consulting editor for several journals. She has given invited presentations in Japan, Korea, Holland, Denmark, Belgium, Estonia, Germany, Sweden, the UK and America. Annabel s a Fellow of the Canadian Psychological Association, and is member of Council for the American Psychological Association. She holds an ARCT (Associate of the Royal Conservatory of Music) in Voice Performance.

Francis Dubé, Professor in Didactique Instrumentale and Director of the Master’s Degree in Instrumental Teaching and Graduate Programs in Music Education at Ulaval, brings to the expert seminar an outstanding record of leadership and innovation in music education. His research interests focus on the integration of informal learning activities in the formal teaching of musical instruments in the out-of-school environment and in the use Technologies in the learning of musical instruments. His research is funded by the FRQ-SC (Programs: New Researcher Professor / 2007-2010, Support for Research / Leadership Teams / 2014-2016) and SSHRC (Programs: Development-Knowledge / 2014-2016; partnership / 2015-2018). He also received a major grant from the CFI for the construction of the Research Laboratory for Instrumental and Instrumental Training (LaRFADI). Francis Dubé is responsible for the Center for Excellence in Music Education and a regular member of the Observatoire interdisciplinaire de création et de recherche en musique.

Dr Libby Flynn is a Brisbane-based music therapist, researcher and musician who completed both her Masters training and her PhD through the University of Queensland. She contributes her expertise in the field of music therapy based within adult mental health. National and international publications span a diversity of topics including substance abuse, dissociative identity disorder, cognitive behavioral music therapy, and research methodology. Since 2012 Libby has held the position as National Chair of Ethics for the Australian Music Therapy Association. Libby’s interest in the musical lifecourse has been developed through involvement in numerous research projects spanning the lifecourse, including the provision of music in early childhood education and care, stress and wellbeing of teachers and the use of music in dementia care. Libby’s expertise both as a researcher and a clinician working with music to achieve health outcomes will help provide a unique ‘real-world’ perspective to this seminar.

Lee Higgins is an international leader in the field of community music. He is Director of the International Centre for Community Music, UK, senior editor of the International Journal for Community Music, and president of the International Society for Music Education. He has held previously positions at Boston University, USA, Liverpool Institute for Performing Arts, UK and the University of Limerick, Ireland, and has been a visiting professor at Ludwig Maximilian University, Munich, Germany and Westminster Choir College, Princeton, USA. As a community musician, he has worked across the education sector as well as within health settings, prison and probation service, youth and community, and orchestra outreach. Lee’s groundbreaking work, evidenced by publications including Community Music Engagement (2017); The Oxford Handbook of Community Music (2017); Community Music: In Theory and in Practice (2012); has been instrumental in developing ‘community music’ as an established distinctive field of enquiry and practice.

Dr. Tuulikki Laes works as a project researcher at the Doctoral School of the Faculty of Music Education, Jazz and Folk Music, Sibelius Academy, University of the Arts Helsinki, Finland. In her doctoral research (2017) she examined the ‘impossibility of inclusion’ in democratic music education through challenging the assumptions of appropriate music education in terms of ‘special’ and ‘regular’ education, dis/ability, and age. Laes’ interest in a musical lifecourse perspective is informed by critical disability studies as well as her work with new outlooks to the meanings and values of music education in later adulthood. Her contribution to the seminar will focus on inclusion and accessibility in music education, addressing the potentials and constraints of constructing inclusive music education contexts. Laes has presented her work in numerous international conferences and published in peer-reviewed music education journals.

Susan O’Neill, Professor in Arts and Director of MODAL Research at Simon Fraser University, brings to this seminar her outstanding international leadership in research in multimodal and music learning. In addition, she contributes her expertise in youth engagement and related aspects of young people’s perspectives, experiences, valuing, identities, wellbeing, learning relationships, and cultural understandings. A key focus of Susan’s scholarship involves mapping learning ecologies and creative meaning making, providing an interface between multimodal activities, materiality, networks, human agency, connectedness, and the construction of learning identities within the contexts that render musical experiences purposeful and personally meaningful. Susan has been awarded international visiting fellowships and is incoming President of the International Society for Music Education (ISME) and Senior Editor of the Canadian Music Educators Association (CMEA) Biennial Book Series, Research to Practice.

Valerie Peters is a tenured professor of music education at Université Laval in Quebec City. She is the recipient of a 3-year provincial government research grant to study intercultural music education. She has also been awarded a SSHRC Insight Grant (2017-2019) in collaboration with three other Canadian researchers to study artistic learning and youth arts engagement in a digital age and a Social Innovation Grant (2015, Université Laval) to implement a community music curriculum. Valerie has a specific interest in the pedagogies within formal music education that may foster lifelong social emotional competencies and her contribution to the seminar will focus on this area.

Johnny Poon is Head of the Department of Music and Acting Dean of Arts at Hong Kong Baptist University. He is an elected fellow of the Hong Kong Academy of the Humanities and music director and conductor of the HKBU Symphony Orchestra and Collegium Musicum Hong Kong. Johnny brings to this seminar his expertise in historical developments in the musical lifecourse, as well as his multicultural perspective on the role of Higher Education in building lifelong community capacity and engagement in music. Johnny is a pioneer in applying the 17th and 18th centuries’ performance practice to modern contemporary performances. And has led groundbreaking projects that combine historically informed performances with creative experimental presentations in contemporary settings. He has curated and directed numerous revivals and new musical productions across the globe, often using performing editions he has prepared himself through extensive research of the original sources.

Patricia Shehan Campbell, Donald E. Petersen Professor of Music at the University of Washington, brings to this seminar her international expertise and leadership in Ethnomusicology and Music Education, including music for children, world music pedagogy, the use of movement as a pedagogical tool and ethnographic research in music. Since 2010, she has chaired the Ethnomusicology program, establishing the BA in Ethnomusicology degree and developing studies in music and community. She has delivered lectures and conducted clinics across North America and in Europe, Asia, Latin America, Australia, New Zealand, and South Africa. Patricia is published widely on issues of cross-cultural music learning, children’s musical cultures, cultural diversity in music education, and the study of the world’s musical cultures in K-12 and university courses. Campbell has served on boards of the Society for Ethnomusicology (as vice-president 2010-2011), the International Society for Music Education, and The College Music Society (as president 2013-14).

Dr. Guylaine Vaillancourt holds a PhD in Leadership and Change in the Professions (Antioch University, Ohio, US) and a Master degree in Music Therapy (New York University). She is a fellow and primary trainer of the Bonny Method of Guided Imagery of Music (GIM). Her research interests relate to mentoring apprentice music therapists, to social justice through community music therapy, arts-based and participatory action research. She is a research member of the Concordia University’s Arts in Health Research Collective¬¬. She has worked in the medical field since 1978 as a registered nurse and a music therapist since 1990. She was the North American co-editor for the journal Voices: A World Forum for Music Therapy and is currently the co-editor for the Canadian Journal of Music Therapy. She published a book Musique, musicothérapie et développement de l’enfant, CHU Sainte-Justine (available in English, Italian and Spanish).

Maria Varvarigou completed her PhD in Music Education at the Institute of Education (University of London, UK) as a scholar of the A. S. Onassis Foundation and is now Senior Lecturer in Music at Canterbury Christchurch University, a Senior Researcher at the Sidney de Haan Centre for Arts and Health and an Honorary Research Associate at UCL Institute of Education, University of London. Maria’s contribution to this seminar is focused around her expertise in intergenerational practices in music for health and wellbeing. In addition, she brings extensive research experience concerned with ear-playing and performance practices of vernacular music; effective teaching and learning in higher and professional education; and choral conducting education. Maria has published widely on intergenerational interactions in music education and music for health setting as well as on ways of developing classical musicians’ personal and collaborative creativity through playing by ear from recordings.

Lee Willingham is Professor of Music at Wilfrid Laurier University where he coordinates the graduate program in community music, music education and choral programs, and directs the Laurier Centre for Music in the Community. Previously, he was on faculty at Ontario Institute for Studies in Education of University of Toronto. Dr. Willingham has most recently presented papers, workshops, or guest conducted in Regina, Vancouver, Budapest, England (York and London), Munich, and of course locally in Toronto, Waterloo, and London ON. Lee brings to the seminar his expertise relating to the role of community music as cultural capital, and the bridging of cultures through music, with a focus on music as a social innovation engine, catalysing justice, peace, and wholeness in a community. He was editor of the Canadian Music Educator from 2000-2009, co-edited the book Creativity and Music Education, 2002, and co-authored the recent Routledge publication, Engaging in Community Music.

Mathieu Boucher is a doctoral student in instrumental pedagogy at the Music Faculty in Université Laval (Québec, Canada). He brings to this seminar his expertise in music as a context for developing the life skill of self-regulation. His thesis on this topic was funded by the FRQ-SC. He holds a master’s degree in performance (classical guitar) from the Conservatoire de musique de Québec as well as a master’s degree in instrumental didactic from Université Laval. He is a junior lecturer in instrumental pedagogy at the music faculties in Université Laval and Université de Montréal, as well as being the coordinator of the École préparatoire Anne-Marie Globenski de l’Université Laval. His research and pedagogical work aim at empowering music students to self-regulate and choose appropriate strategies during practice, and also helping music teachers develop self-regulation skills among their students.

Sonia Coppey, Doctoral student at Université Laval, brings to this seminar her expertise in musical performance, and her interest in understanding the factors that may support or constrain a musical lifecourse within professional performance contexts. Sonia has been a member of several international ensembles and has performed in Europe, Asia, Australia, Canada, the USA, South America, and Scandanavia under the direction of artists including James Levine, Dristoff Penderecky, Lorin Mazel, Maxim Vengerov, and Charles Dutoit, with performances at the Sydney Opera House and Carnegie Hall, New York. After being awarded the Prix de violon (maitrise), with distinction, from the Conservatoire of Music of Québec at Montréal (2004), and the Artist Diploma from McGill University. In Norway, Sonia was a permanent member of the Stavanger Symphony Orchestra, Norway, where she also had a class of over 40 students. Sonia’s research focuses on resilience and burnout in the musical lifecourse.

Aimée Gaudette-Leblanc holds a Bachelor's degree in music therapy from the Université du Québec à Montréal. Currently, she is pursuing doctoral study in music education at University Laval, under the supervision of Jonathan Bolduc and George Tarabulsy. Aimée is interested in the contribution of the practice of music on the social and emotional development of young children from 0 to 5 years old. More specifically, she would like to know the impact of participation in a parent-child music education program on the development of the parent-child attachment relationship. In additon, Aimée recently received a Mitacs Accelerate Fellowship which will allow her to contribute to the continuing education activities for province's early childhood professionnals.

Zara Pierre-Vaillancourt brings to this seminar her expertise in music listening and appreciation, with a focus on youth. Zara has taught music classes (band and piano) in junior high and high school for eight years after completing her master’s degree in music education. Working with adolescents in a school setting as triggered a desire to study the importance of music listening for this population. As a teacher, she always had the desire to teach music appreciation in a meaningful way. Zara has just completed her Ph.D and is a research and teaching assistant at Université Laval in Quebec City.

Fellow of the Joseph-Armand-Bombardier Canada Excellence Scholarship program, Véronique Gaboury is a doctoral candidate in music education at Université Laval, under the supervision of Jonathan Bolduc. Holder of a master’s degree in Education from the Université du Québec à Rimouski, she has taught music for more than 20 years at the Commission scolaire de l’Estuaire where she has established a specialist elementary school music program (choir, musical, guitar). She’s been awarded seven regional Prix Essor for the realization of various projects. Véronique is involved in different research (Chaire de recherche du Canada en musique et apprentissages du professeur Bolduc) and teaching activities (Orff pedagogy class) at the Université Laval music faculty. She is also involved in supervising undergraduate student teaching in music education.

Marie-Audrey is a doctoral candidate at Université Laval. Former pianist and holder of a master’s degree in music education, she’s been awarded a few Excellence scholarships (OICRM, 2013; CRSH, 2017; FRQ-SC, 2017). Marie-Audrey is a teaching auxiliary at Faculté de Musique de l’Université Laval and also teaches piano at École de musique Arquemuse, where she occupied the position of assistant to development and pedagogy but also is a board member. Meanwhile, she also works as auxiliary in many other research projects such as the musical engagement of students, the pedagogical approaches and music teaching for vulnerable population. Marie-Audrey’s doctoral research tends to explore how a community of practice based on the development of the creative pedagogy upon instrumental teachers favors the integration of creative activities in their practice. Finally, she has at heart the democratization of music as well as the collaborative research approaches that brings together researchers and practitioners.

Dr Susan Hallam is Emerita Professor of Education and Music Psychology at the UCL Institute of Education. She was awarded an MBE in the 2015 new year’s honours list. She pursued careers as both a professional musician and a music educator before joining the Institute of Education, University of London in 1991. She joined Oxford Brookes as Professor of Education in January 2000 returning to the Institute of Education in January 2001. She has received research funding from the ESRC, DfE, the ScottishExecutive, Calouste Gulbenkian Foundation, Nuffield Foundation, Performing Rights Society, the Christian Initiative Trust, CfBT, the Ministry of Defence, 4Children, EMI Sound Foundation, the Institute of Physics, SkillForce and several Local Authorities for a range of projects relating to attendance at school, exclusion from school, behaviour improvement, school-home links, ability grouping in primary and secondary schools, formative feedback in learning, instrumental music services and the evaluation of various educational initiatives. In addition, she has undertaken research in relation to pedagogy in secondary and higher education, text understanding and conceptions of argument of post-graduate students, homework, learning in music and the effects of music on behaviour and studying.

She is the author of numerous books on education including Here Today, Here Tomorrow: Helping Schools to Promote Attendance (1995)(with Roaf, C); Improving School Attendance (1996); Ability Grouping in Education (2001) (with Ireson, J); Ability Grouping in Schools: a Literature Review (2002); Effective Pupil Grouping in the Primary School – a Practical Guide (2002) (with Ireson, J & Davies, J); Homework: the evidence (2004);Improving behaviour and attendance at school (2008)(with Rogers, L) and The evidence relating to homework (forthcoming) . She has also published several books in relation to music education and music psychology including Instrumental Teaching: A Practical Guide to Better Teaching and Learning (1998), The Power of Music (2001) Music Psychology in Education (2005); Preparing for success: a practical guide for young musicians (2012 (with Gaunt, H); Active ageing with music: Supporting well-being in the Third and Fourth Ages (2014) (with Creech, A., McQueen, H and Varvarigou, M), The impact of actively making music on the intellectual, social and personal development of children and young people: A research synthesis and The Psychology of Music (forthcoming). She is editor of The Oxford Handbook of Psychology of Music (2009, 2016) (with Cross, I & Thaut, M) and Music Education in the 21st Century in the United Kingdom: Achievements, analysis and aspirations (2010) (with Creech, A). In addition, she has over 200 other publications. She is a former Chair of the Education Section of the British Psychological Society, former treasurer of the British Educational Research Association, a former Institutional Auditor for the QAA and has recently stepped down from the position of Dean of the Faculty of Policy and Society. She has been awarded lifelong membership of the British Psychological Society (for services to psychology) and of the International Society for Music Education (for service to music education). She has acted as consultant and advisor to numerous projects relating to research and practice for a wide range of bodies, public and private. She was editor of Psychology of Education Review from 1996-99, Learning Matters from 1997-2002, the Psychology of Music from 2001-2008 and is currently co-editor of Music Performance Research.

Patrick Schmidt is chair of music education at University of Western Ontario. Previously he served as Associate Director of Florida International University’s School of Music in Miami, Florida and at the Westminster College in Princeton, USA. Schmidt’s innovative work in critical pedagogy, urban music education and policy studies is recognized nationally and internationally. His most recent publications can be found in the International Journal of Music Education; Theory into Practice; Arts Education Policy Review; Research in Music Education, Journal of Curriculum Theorizing; Philosophy of Music Education Review; Action, Criticism, and Theory for Music Education; ABEM Journal in Brazil; and the Finnish Journal of Music Education. Schmidt serves on the editorial boards of the Journal of the Council of Research in Music Education, Arts Education Policy Review, the ABEM Journal, the Revista Internacional de Educacíon Musical published by ISME, and the Journal of Popular Music Education. Beyond his ongoing research projects, Schmidt has led several consulting and evaluative projects including recent work for the National YoungArts Foundation, and the New World Symphony in the United States, as well as for the Ministry of Culture and Education in Chile. Schmidt co-edited the Oxford Handbook of Music Education and Social Justice released in 2015. His co-edited book Policy and the Political Life of Music Education was released by Oxford University Press in February 2017.