CRYSTAL GERRARD & DONNA EMMANUEL
Crystal L. Gerrard is Assistant Professor of Music Education at the University of North Texas where she teaches undergraduate and graduate courses in instrumental music education. Prior to her appointment at UNT, Dr. Gerrard held public school teaching positions in predominantly Latinx communities. She holds degrees from the University of Texas at Arlington (BM), Southern Methodist University (MM), and The Ohio State University (PhD).
Dr. Gerrard’s research interests include urban music education, music teacher education, culturally responsive pedagogy, culturally sustaining pedagogy, and social justice in music education. |
Donna Emmanuel came to higher education via the worlds of public school teacDr. Donna Emmanuel came to higher education via the worlds of public-school teaching, sales, and public relations. She has a rich and varied background that has helped form her philosophy, impact her teaching and scholarship, and drives her passion for service. She is faculty in music education at the University of North Texas, teaching undergraduate and graduate courses. Dr. Emmanuel’s interests and scholarship focus on intercultural competence, community engagement, urban education, study abroad experiences, the role of mariachi in the US, the development of presence, and the use of multiple art forms in developing self-awareness.
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Reconceptualizing Community Engagement: An Ecology of Wholeness
Youth engage in self-chosen musical play—listening, performing and creating music, both alone
and with others, real and virtual—as a means for managing stress, negotiating social demands
and taking temporary control of a world that typically feels beyond their control. Based on
theoretical analysis and a targeted qualitative research project of interviews with 35 youth, the
authors suggest that musical play contributes to adolescent psychological wellbeing, and that
there are qualities of musical play that can inform music education practice. These qualities have the potential to inspire pedagogy through influencing our attitudes toward engaging learners in shared musicking.
and with others, real and virtual—as a means for managing stress, negotiating social demands
and taking temporary control of a world that typically feels beyond their control. Based on
theoretical analysis and a targeted qualitative research project of interviews with 35 youth, the
authors suggest that musical play contributes to adolescent psychological wellbeing, and that
there are qualities of musical play that can inform music education practice. These qualities have the potential to inspire pedagogy through influencing our attitudes toward engaging learners in shared musicking.