Music education today requires an approach rooted in care and kindness that coexists alongside the dismantling of systems that fail to serve our communities in higher education. But, as the essayists in Sound Pedagogy show, the structural aspects of music study in higher education present obstacles to caring and kindness like the entrenched master-student model, a neoliberal individualist and competitive mindset, and classical music’s white patriarchal roots. The editors of this volume curate essays that use a broad definition of care pedagogy, one informed by interdisciplinary scholarship and aimed at providing practical strategies for bringing transformative learning and engaged pedagogies to music classrooms. The contributors draw from personal experience to address issues including radical kindness through universal design; listening to non-human musicality; public musicology as a forum for social justice discourse; and radical approaches to teaching about race through music.

Contributors: Molly M. Breckling, William A. Everett, Kate Galloway, Sara Haefeli, Eric Hung, Stephanie Jensen-Moulton, Mark Katz, Nathan A. Langfitt, Matteo Magarotto, Mary Natvig, Frederick A. Peterbark, Laura Moore Pruett, Colleen Renihan, Amanda Christina Soto, John Spilker, Reba A. Wissner, and Trudi Wright

Colleen Renihan is an associate professor and Queen’s National Scholar in Music Theatre and Opera at Queen’s University. She is and the author of The Operatic Archive: American Opera as History. John Spilker is an associate professor of music at Nebraska Wesleyan University. Trudi Wright is an associate professor of music and director of the music program at Regis University.

Foreword 

William Cheng

Introduction: Radical Care

Colleen Renihan, John Spilker, Trudi Wright

Part I. The Heart of Curricular Interventions

Chapter 1. Re-Enchanting Music History

Sara Haefeli

Chapter 2. Teaching Approaches to Race Through Music: A Timely Example from the American South

Molly M. Breckling

Chapter 3. Empathy in Opera

Colleen Renihan

Chapter 4. Integrating Wellbeing and Intersectional Equity Across a Revised Music History and Culture Curriculum

John Spilker

Chapter 5. Care, Carefully: Caring for the Whole Student from Recruitment through Retention

Frederick A. Peterbark

Chapter 6. Kindness as Universal Design: Rethinking the College Music Classroom from Within

Stephanie Jensen-Moulton

Part II. Unmeasured Pedagogical Horizons

Chapter 7. Connecting Students and Artistic Communities: Understanding Agency, Fostering Empathy, and Expanding Representation in the Classroom

Mark Katz

Chapter 8. Towards Socially Responsible Music History Pedagogy: A Rant, Some Theories and A Few Resources

Eric Hung

Chapter 9. Public Musicology as Care, or How Should We Respond When the Duke of Mantua Tells Us That All Women Are Fickle?

William A. Everett and Matteo Magarotto

Chapter 10. Listening with Care to Nonhuman Musicality and Material Culture

Kate Galloway

Part III. Self-Care, the Root of Teaching

Chapter 11. Curriculum Changing Culture: Improving the Mental Health of University Music Students

Nathan A. Langfitt

Chapter 12. Teaching the First-Generation College Student in the Music History Classroom: A Student-to-Professor Perspective

Reba A. Wissner

Chapter 13. New Waters in Music: Recognizing and Processing Trauma While Trying to Diversify a School of Music’s Curriculum Offerings

Amanda Christina Soto

Chapter 14. Lessons in Student- and Self-Care from Trauma: A Personal Narrative

Laura Moore Pruett

Chapter 15. Mental Health and the Pedagogy of Self-Disclosure

Mary Natvig

Chapter 16. Modeling Cura Personalis: Caring for Our Students and Ourselves

Trudi Wright

Epilogue: Care for Now

Colleen Renihan, John Spilker, Trudi Wright

Contributors

Index