PATRICK SCHMIDT
& JASHEN EDWARDS
& JASHEN EDWARDS
Patrick Schmidt is joining the faculty of Teachers College, Columbia University as Professor of music and music education, in Fall 2022, after seven years as faculty and chair of music education and Dance at Western University, Canada. Recent publications can be found in various journals focused on education, music and policy. Schmidt led consulting and evaluative projects for the National YoungArts Foundation and the New World Symphony. He co-edited the Oxford Handbook of Music Education and Social Justice (2015), a two-volume book on Leadership in Higher Music Education (2020), and the Routledge Handbook for the Sociology of Music Education (2021). His books Policy and the Political Life of Music Education and Policy as Practice: A guide for Music Educators were released by Oxford in 2017 and 2020.
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jashen’s researches students’ sonic lifeworlds and examines how sonic encounters may be a conduit and catalyst for creative critical consciousness. (Re)sounding the music classroom as a dynamic and dialogical acoustic space via creative musicking activities, jashen designs and facilitates sound session workshops for participants to rehearse and play with sounds encountered and collected, while working to sense and (re)make meanings from them.Drawing upon the fields of archaeoacoustics, sound
studies, and sensuous scholarship, his work seeks to draw connections between music education and social justice arts education through the phenomenon of sound. He has worked in PK-12 schools, juvenile detention centers, homeless shelters, and university settings. Currently, jashen is completing his doctoral studies at Western University in London, ON Canada, and has earned music degrees from Cal Berkeley and Northwestern University. |
At the Intersection of Technology and Voice: Making Agency Visible in Music Teacher Education
Digital technologies can be beneficial tools for creative critical engagement within university music teacher education programs. While many undergraduates are “digital natives”, not all have acquired an acumen for when and how or even why to use such technologies in ways beyond the tools themselves. As music educators working towards inclusive, diverse and socially just pedagogies, it is imperative to design and facilitate technology courses that align with these principles, and offer students multiple opportunities to explore, create and share their voice. This case-study highlights student reactions and reflections about their semester-long technology course and offers insights on ways technology and voice intersect.