CARA BERNARD
& BRENT C. TALBOT
& BRENT C. TALBOT
Cara Faith Bernard is Associate Professor of Music Education at the University of Connecticut, where she teaches courses in choral and elementary methods and curriculum. She has conducted, performed, and prepared choruses for performances at some of the most prestigious venues, from Carnegie Hall and the Apollo Theater to the Museum of Modern Art. Her research areas include curriculum, music teacher evaluation and policy, teacher education, choral music education, urban music education, and diversity and access.. She serves on the editorial committees of Music Educators Journal, Arts Education Policy Review, Journal of Popular Music Education, and is associate editor of Visions of Research in Music Education. She is co-author of the book Navigating Teacher Evaluation: A Guide for Music Teachers, published by Oxford University Press
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Brent C. Talbot is Professor and Head of Music at the University of Illinois at Chicago. Brent’s research examines power, discourse, and issues of social justice in varied settings for music learning around the globe. He is the editor of Marginalized Voices in Music Education (Routledge); author of Gending Rare: Children's Songs and Games from Bali (GIA); and co-author of Education, Music, and the Lives of Undergraduate: Collegiate A Cappella and the Pursuit of Happiness (Bloomsbury). Brent serves on the steering committee for the MayDay Group. For more, visit www.brentctalbot.com.
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Troubling Tensions: Exploring an Ethic of Expectation Surrounding the Virtual Ensemble
Preparing virtual performances presents a set of tensions for music educators to negotiate, including access to resources, technology, physical spaces, and labor; and the dilemma of manipulating student’s recordings for a polished product. Amidst these tensions lies a possibility that the virtual performance might become the benchmark towards which music educators are expected to strive and be evaluated. We examine the ethics surrounding the often perceived expectation for creating and producing a virtual performance. Framed as an ethic of expectation, we consider ways music educators might build connections, promote student agency, and model compassion within the virtual ensemble.