Del i serien Modern Musicology and the College Classroom

Trauma-Informed Pedagogy and the Post-Secondary Music Class

Inbunden, Engelska, 2025

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Trauma-Informed Pedagogy and the Post-Secondary Music Class explores the theory and practice of teaching and learning in a traumatized world and aims to support instructors in guiding students and walking with them through challenges that impact learning. With analysis contextualized within definitions of trauma, critical theoretical trauma studies, and clinical understandings of the causes and effects of trauma on the brain and nervous system, the book offers ways to empower faculty and students to build classrooms where it is safe enough to address the stress and trauma of learning. Bringing together a unique multidisciplinary group of contributors, this book includes perspectives from both music faculty and mental health counseling specialists.The volume engages music scholars and educators in higher education with scholarship on trauma-informed pedagogy, provides examples of how to introduce trauma-informed practices into music courses, explores how trauma-informed practices can increase both faculty and student well-being, and offers practical materials such as syllabi and assignments that instructors can implement in their classes. Reaching across disciplinary boundaries to contribute to an emerging body of research, teaching, and learning, this is a vital collection for educators across music higher education.

Produktinformation

Utgivningsdatum2025-03-27
Mått178 x 254 x 17 mm
Vikt590 g
FormatInbunden
SpråkEngelska
SerieModern Musicology and the College Classroom
Antal sidor218
FörlagTaylor & Francis Ltd
ISBN9781032785028

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Table of ContentsPrologue: An Interview of Associate Vice Provost and Professor Keisha Love, University of CincinnatiIntroduction: Why Trauma-Informed Pedagogy in Post-Secondary Music?Kimber Andrews and Kristy SwiftPart I: Responding to Uncertainty, Stress and Trauma Through and With MusicKimber AndrewsChapter 1—Transcending Notes: A Trauma-Informed Care in Music Education for Re-membering and Re-embracing Our WholenessMays ImadChapter 2—Teaching Traumatized StudentsFred MausChapter 3—These Are Magic Words: On Trauma-Informed Pedagogy in Ethnographic FieldworkDrew B. GriffinChapter 4—Designing Trauma-Informed Assessments in the Decolonised Music Classroom: UK and US ContextsMichelle MeinhartChapter 5—Supporting Learners in the Possibility of Environmental Collapse: An Arts-Based and Trauma-Informed CourseTawnya D. SmithChapter 6—Teaching Sound, Music, and TraumaKristy SwiftPart II: Intersectional Trauma–Informed Pedagogy and the Music ClassKristy SwiftChapter 7—Negotiating the Ambivalences of Safe Space through In-Class Open MicsRyan LambeChapter 8––Trauma-informed and Universal-Design Approaches for Rigorous Training in Aural SkillsSamantha BasslerChapter 9––Antiracism as a Pedagogy of Care and RepairJohn Spilker-BeedChapter 10––Trauma-Informed Vocal Pedagogy: Methods to Combat Racial Trauma in Black Singers Within the Vocal StudioBrandi L. DiggsChapter 11––Becoming a Situated Ear: A Feminist, Trauma-Informed Approach to Aural SkillsVivian LuongPart III: Islands of Care: Cultivating Awareness, Connection, Growth, and ResilienceKimber AndrewsChapter 12—Creating the Container: Strategies for Building a Trauma-Informed, Nervous System-Aware Adult Learning EnvironmentJennifer King and Sylvia HernandezChapter 13—“Every Artist Is an Advocate”: Mentoring High-Achieving Students and Negotiating Institutional Pressure in Student Advocacy and ResearchHolly Riley and Noah DurnellChapter 14—Staying Tuned In: Connecting Body and Brain to Deepen Understanding and Learning in the Music ClassroomAmy Stenger-SullivanChapter 15—Firmly Grounded, So You Can Soar: How I Used Universal Design for Learning to Keep Teaching After TraumaNicol HammondEpilogue: Choice and VoiceQuinn Patrick AnkrumIndex