KARIN HENDRICKS
& KELLY BYLICA
& KELLY BYLICA
Karin S. Hendricks is Associate Professor of Music and Chair of Music Education at Boston University. She has served as President-Elect, Secretary, and Research Committee Chair for the American String Teachers Association; and on the Editorial Committees of the American String Teacher, String Research Journal, and Journal of Research in Music Education. Dr. Hendricks has published six books, including Compassionate Music Teaching (Rowman & Littlefield), Performance Anxiety Strategies (Rowman & Littlefield), and four edited volumes on music and wellbeing. She is the editor of the forthcoming Oxford Handbook of Care in Music Education. She has also published numerous research articles and scholarly book chapters. She received the American String Teachers Association “Emerging String Researcher” Award. She is active nationally and internationally as an instrumental music clinician and adjudicator, and lectures regularly on topics related to music learning, motivation, and performance.
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Kelly Bylica serves as Assistant Professor of Music Education at Boston University (USA) where she works with both undergraduate and graduate students. Originally from Chicago (USA), Kelly taught middle school and K-8 general and choral music throughout the Midwestern United States and has also served on the teaching faculty of several community-based youth music programs. Kelly’s research agenda is focused on curriculum and policy, critical pedagogy, and middle school musical experiences. Kelly has presented on these and other topics at regional, national and international conferences. She has also published chapters in several edited volumes as well as articles in Music Education Research, Bulletin of the Council for Research in Music Education, Journal for Popular Music Education, British Journal of Music Education, and Education & Urban Society, among others. Kelly holds a PhD in music education from The University of Western Ontario.
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Preservice Music Teacher Education: Learning with Gaga Feminism in a Technologically-Driven World
Gaga feminism, inspired by Lady Gaga’s norm-defying musical performances, considers how improvisation might be a catalyst for emancipation—a way to break free from unending cycles of institutional oppression (Halberstam, 2012). In this presentation we consider the five principles of gaga feminism (wisdom lies in the unexpected; transformation is inevitable; think and act counterintuitively; practice creative nonbelieving; be outrageous or risk extinction) in terms of how they might elicit more emancipatory preservice music teacher education curricula. We envision how gaga-inspired curricula might help prepare novice educators to take thoughtful and responsive risks with and alongside their communities in a technologically-driven world.