SUZANNE BURTON, JOANNE RUTKOWSKI,
& SHEILA WOODWARD
& SHEILA WOODWARD
Suzanne L. Burton is Professor of Music Education at the University of Delaware. She specializes in music development, music teacher preparation, and professional development. Burton is co-editor of Learning from Young Children: Research in Early Childhood Music and Engaging Musical Practices: A Sourcebook for Instrumental Music. She is sole editor of Engaging Musical Practices: A Sourcebook for Middle School General Music. Burton serves on editorial boards of Arts Education Policy Review, Journal of Music Teacher Education, New Directions in Music Education, and Visions of Research in Music Education. She is chair-elect of the ISME Early Childhood Music Education commission.
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Joanne Rutkowski, Professor Emeritus at The Pennsylvania State University, has expertise in early childhood and elementary general music with particular interests in singing development, curriculum, and learning theory. Her research has focused on the nature of children's singing voices and techniques and materials for helping uncertain singers in a classroom setting as well as issues related to graduate education and preparation of music teacher educators. She has presented her work at international, national, regional, and state conferences and symposia and published in numerous journals and books. She held leadership and editorial positions with ISME, PMEA, ACDA, and NAfME.
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Sheila C. Woodward is Chair of Music and Professor of Music at Eastern Washington University, USA. She is a native South African and earned her Ph.D. from the University of Cape Town. Dr. Woodward is Past President of the International Society for Music Education and Board Member for the International Music Council. She previously served on the Editorial Board of the International Journal of Music Education and the ISME Board of Directors (2004-2008). Dr. Woodward’s research focus is Music and Wellbeing. She explores this from before birth to adulthood, with studies on the fetus, neonate, premature infant, young child, at-risk youth, juvenile offender and adult musician. She has published numerous articles, in addition to chapters in Benedict, Schmidt, Spruce and Woodford’s The Oxford Handbook on Social Justice in Music Education (Oxford, 2015) and in Malloch and Trevarthen’s Communicative musicality: Narratives of expressive gesture and being human (Oxford, 2009).
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Considering Institutions that Shape Young Children's Musical Identities
Children’s musical identities and understandings are shaped by a variety of institutions, including the family, daycare/preschool settings, religion, business/industry, schools, and music classes. Understanding ways in which these institutions impact the formation of children’s musical identities is critical for music educators, and early childhood music scholars in particular, in order to positively impact children's musical development and identify formation. In this panel presentation, three early childhood researchers will discuss three specific institutional influences – family, day care/preschool settings, and technology. Vignettes, video, and narrative will be used to illustrate points.