Trauma-Informed Pedagogy and the Post-Secondary Music Class

1. Auflage 2025
ISBN: 978-1-032-78501-1
Verlag: Taylor & Francis Ltd

Buch, Englisch, 234 Seiten, Format (B × H): 254 mm x 177 mm, Gewicht: 440 g

Reihe: Modern Musicology and the College Classroom

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.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Andrews, Kimber

Swift, Kristy

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik
• Geisteswissenschaften Musikwissenschaft Musikwissenschaft Allgemein Musiktheorie, Musikästhetik, Kompositionslehre
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Geisteswissenschaften Musikwissenschaft Musikinstrumente Instrumentenunterricht & Lernanleitungen

Inhaltsverzeichnis

Table of Contents



Prologue: An Interview of Associate Vice Provost and Professor Keisha Love, University of Cincinnati



Introduction: Why Trauma-Informed Pedagogy in Post-Secondary Music?

Kimber Andrews and Kristy Swift



Part I: Responding to Uncertainty, Stress and Trauma Through and With Music

Kimber Andrews



Chapter 1—Transcending Notes: A Trauma-Informed Care in Music Education for Re-membering and Re-embracing Our Wholeness

Mays Imad



Chapter 2—Teaching Traumatized Students



Fred Maus



Chapter 3—These Are Magic Words: On Trauma-Informed Pedagogy in Ethnographic Fieldwork

Drew B. Griffin



Chapter 4—Designing Trauma-Informed Assessments in the Decolonised Music Classroom: UK and US Contexts

Michelle Meinhart



Chapter 5—Supporting Learners in the Possibility of Environmental Collapse: An Arts-Based and Trauma-Informed Course

Tawnya D. Smith



Chapter 6—Teaching Sound, Music, and Trauma

Kristy Swift



Part II: Intersectional Trauma–Informed Pedagogy and the Music Class

Kristy Swift



Chapter 7—Negotiating the Ambivalences of Safe Space through In-Class Open Mics

Ryan Lambe



Chapter 8––Trauma-informed and Universal-Design Approaches for Rigorous Training in Aural Skills

Samantha Bassler



Chapter 9––Antiracism as a Pedagogy of Care and Repair

John Spilker-Beed



Chapter 10––Trauma-Informed Vocal Pedagogy: Methods to Combat Racial Trauma in Black Singers Within the Vocal Studio

Brandi L. Diggs



Chapter 11––Becoming a Situated Ear: A Feminist, Trauma-Informed Approach to Aural Skills

Vivian Luong



Part III: Islands of Care: Cultivating Awareness, Connection, Growth, and Resilience

Kimber Andrews



Chapter 12—Creating the Container: Strategies for Building a Trauma-Informed, Nervous System-Aware Adult Learning Environment

Jennifer King and Sylvia Hernandez



Chapter 13—“Every Artist Is an Advocate”: Mentoring High-Achieving Students and Negotiating Institutional Pressure in Student Advocacy and Research

Holly Riley and Noah Durnell



Chapter 14—Staying Tuned In: Connecting Body and Brain to Deepen Understanding and Learning in the Music Classroom

Amy Stenger-Sullivan



Chapter 15—Firmly Grounded, So You Can Soar: How I Used Universal Design for Learning to Keep Teaching After Trauma

Nicol Hammond



Epilogue: Choice and Voice

Quinn Patrick Ankrum

Index

Über Autor(innen)

Kimber Andrews is an Associate Director at the Center for the Enhancement of Teaching and Learning at the University of Cincinnati.

Kristy Swift is Assistant Professor of Music Studies and Bachelor of Arts Music program director at the University of Cincinnati College-Conservatory of Music.