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Citations since 2017
4 Research Items
My central mission is to realize the potential of music-making as a force for social change and personal wellbeing. I am a musician, educator, theorist, and advocate for refugee artists. I completed my PhD at UC San Diego, and was a Frederick Douglass Teaching Scholars Fellow at Kutztown University. My academic work approaches music theory pedagogy from the perspectives of 4E cognition (embodied, enactive, extended, embedded), in order to identify openings for diversity, creativity, and integration in 21st century music curricula. In recent years I have enjoyed teaching at UC San Diego, Chapman University, Azusa Pacific University, and Life Pacific College. I am also privileged to serve on the board for the Center for World Music, working to create opportunities for refugee musicians.
Music education at the college level conventionally requires studies in music theory. Given the accelerating shifts in modes of music production and consumption, diversification of teaching and learning technologies, and an increasingly globalized musical landscape, the value of this core study in its present form has been called into question. Thi...
Mood regulation has been shown to be among the most important reasons for musical engagement. The COVID-19 pandemic broadly presented a condition of emotional strain. Several studies have explored the role of music during the pandemic’s early stages of isolation, including in managing anxiety and depression1, and positive reframing and coping orien...
While music theory learning remains at the core of traditional music education, calls for more embodied and enactive approaches to music instruction rarely address theory pedagogy directly. This paper reconsiders theory teaching through a 4E lens, by (1) clarifying the obstacles that attend a legacy of Cartesian thought underlying conventional theo...
Undergraduate music programs are currently reexamining the place and value of theory study. While some have argued for this core subject to be dissolved and absorbed by related courses, others defend that music theory is a non-negotiable core of musicianship and not specialized enough. Amidst the scholarly debate over the curricular needs of the 21...
While the technology increasingly mediating music learning presents exciting alternatives to conventional teaching methods, thus far there exists a tendency to merely transfer the linguistic frames from traditional pedagogical interactions. This study explores fixed rule/punishment-governed, adjective/verb-based linguistic framing embedded within m...