Kelly Bylica
Dados Biográficos
| ID | 5740369 |
|---|---|
| NOME | Kelly Bylica |
| PRENOMES | Kelly |
| SOBRENOME | Bylica |
| ASSINATURA | BYLICA K |
| AFILIAÇÕES | Boston University |
| ORCID | 0000-0001-5890-4676 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAÇÕES | 1 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
What and how? Or why and for whom? A content analysis of middle school general music literature
The purpose of this content analysis is to analyze available peer-reviewed middle school general music literature to determine the ways in which middle school general music has been conceived of in extant literature in the United States. The researchers performed a content analysis of peer-reviewed empirical and practitioner articles relating to middle school general music ( N = 45), creating a coding scheme of categorical clusters that related t…
Entangled Voicings
Qualitative inquiry often positions voice as something that can be clarified or protected through reflexive practice. Feminist and post-structural critiques have challenged these assumptions, yet methodological discourse frequently returns to reflexivity as ethical reassurance. This article offers an alternative by conceptualizing voice as relational, structurally conditioned, and unsettled. Drawing on arts-based and educational research encounte…
Enacting presence
The purpose of this study was to explore how in-service music educators develop, name, and enact the relational practices of their work in schools while participating in a collaborative teacher study group (CTSG), and specifically how those practices relate to presence. Through a multicase research design, we analysed the practices of three U.S. music educators as they sought to develop and analyse their relational dispositions while working in a…
Examining the Nature and Function of Rules in the Music Classroom
Rules are often a taken-for-granted norm in education. In many schools, rules have become synonymous with behavior management systems, such as Positive Behavioral Intervention Supports (PBIS) and Responsive Classroom. In this paper, we draw upon Foucault’s conceptions of governmentality and discourse as well as notions of hidden curriculum to examine rules. We consider the ways in which self-governing subjects are assumed to regulate themselves b…
Cultivating a Purpose-Driven Composition Pedagogy in General Music
Through composition, music educators can help students cultivate a variety of skills and dispositions, including creativity, musical craftsmanship, and criticality. An educational climate that prioritizes the use of composition to benefit performance-based structures, however, can result in criticality and creativity being understood as secondary, only to be considered after students have mastered a particular set of functional skills. When both …
Singing Social Change
The purpose of this study was to consider how, if at all, social change was enacted on an everyday level in two U.S. children's choruses through their artistic and educational work. We employed a collective case study alongside grounded theory analytical techniques to examine individual and collective actions as well as social processes related to social change. We interviewed key personnel, observed rehearsals and performances, and reviewed mate…
Preservice Teachers as Policy Actors
The purpose of this study was to consider how the experiences of nine preservice music educators who participated in the development of Project B impacted their understandings of and participation in policy. Project B is an after-school program that seeks to provide music education classes for children at several metropolitan elementary schools as part of an arts partnership program. Drawing from the four dispositions of policy consciousness, I c…
You Can Only Choose From the Things You Know”
This article uses the lens of border crossing to consider the ways in which middle school music students and their teachers engaged with dark and politicized funds of knowledge. Through the development of music composition projects, students and educators shared, challenged, and problematized issues of race, immigration, and urban identity as they grappled with the complexities inherent in their knowledges and experiences. This article explores h…
The complexities of meaningful experiential learning
The purpose of this study was to examine the intersections of experiential learning and critical reflection within the unique context of the Accademia Europea dell’Opera (AEDO), a music performance summer program specializing in opera. Researchers explored the development and implementation of a responsive model of reflection and considered the impact this model had on helping music students shift between multiple spaces of musical performance an…
Teaching in a Time of Crisis
Pedagogical creativity is the development of flexible practices that are responsive to student inquiry, oriented toward risk-taking, and grounded in conceptions of pedagogues as curricular authors. In light of the COVID-19 pandemic, pedagogical creativity may be one way to navigate uncertain educational terrain. This article explores the findings of a qualitative case study that examined the pedagogical practices of six music educators during the…
Brokering reflective spaces
Formal music performance studies within university settings strive to prepare the next generation of performers and pedagogues for musical engagement beyond university. Yet literature suggests that these spaces of study do not always lead to a sense of readiness for potential professional worlds, due in part to a lack of opportunities for guided, in-depth, critical reflection that helps students connect theory and practice. This article articulat…
Hearing my world
This article explores the ways in which a musical learning project acted as a space for critical artistic and relational engagements in two middle school (ages 11–14) music programs. Drawing from work on cultural production and border crossing pedagogies, this project invited students to create soundscape compositions that explored the question ‘how do I hear my world?,’ engage in ongoing dialogue, and critically reflect on the interconnectedness…
You Can Only Choose From the Things You Know”
This article uses the lens of border crossing to consider the ways in which middle school music students and their teachers engaged with dark and politicized funds of knowledge. Through the development of music composition projects, students and educators shared, challenged, and problematized issues of race, immigration, and urban identity as they grappled with the complexities inherent in their knowledges and experiences. This article explores h…
Hearing my world
This article explores the ways in which a musical learning project acted as a space for critical artistic and relational engagements in two middle school (ages 11–14) music programs. Drawing from work on cultural production and border crossing pedagogies, this project invited students to create soundscape compositions that explored the question ‘how do I hear my world?,’ engage in ongoing dialogue, and critically reflect on the interconnectedness…
Brokering reflective spaces
Formal music performance studies within university settings strive to prepare the next generation of performers and pedagogues for musical engagement beyond university. Yet literature suggests that these spaces of study do not always lead to a sense of readiness for potential professional worlds, due in part to a lack of opportunities for guided, in-depth, critical reflection that helps students connect theory and practice. This article articulat…
The complexities of meaningful experiential learning
The purpose of this study was to examine the intersections of experiential learning and critical reflection within the unique context of the Accademia Europea dell’Opera (AEDO), a music performance summer program specializing in opera. Researchers explored the development and implementation of a responsive model of reflection and considered the impact this model had on helping music students shift between multiple spaces of musical performance an…
Teaching in a Time of Crisis
Pedagogical creativity is the development of flexible practices that are responsive to student inquiry, oriented toward risk-taking, and grounded in conceptions of pedagogues as curricular authors. In light of the COVID-19 pandemic, pedagogical creativity may be one way to navigate uncertain educational terrain. This article explores the findings of a qualitative case study that examined the pedagogical practices of six music educators during the…
Preservice Teachers as Policy Actors
The purpose of this study was to consider how the experiences of nine preservice music educators who participated in the development of Project B impacted their understandings of and participation in policy. Project B is an after-school program that seeks to provide music education classes for children at several metropolitan elementary schools as part of an arts partnership program. Drawing from the four dispositions of policy consciousness, I c…
You Can Only Choose From the Things You Know”
This article uses the lens of border crossing to consider the ways in which middle school music students and their teachers engaged with dark and politicized funds of knowledge. Through the development of music composition projects, students and educators shared, challenged, and problematized issues of race, immigration, and urban identity as they grappled with the complexities inherent in their knowledges and experiences. This article explores h…
Cultivating a Purpose-Driven Composition Pedagogy in General Music
Through composition, music educators can help students cultivate a variety of skills and dispositions, including creativity, musical craftsmanship, and criticality. An educational climate that prioritizes the use of composition to benefit performance-based structures, however, can result in criticality and creativity being understood as secondary, only to be considered after students have mastered a particular set of functional skills. When both …
Singing Social Change
The purpose of this study was to consider how, if at all, social change was enacted on an everyday level in two U.S. children's choruses through their artistic and educational work. We employed a collective case study alongside grounded theory analytical techniques to examine individual and collective actions as well as social processes related to social change. We interviewed key personnel, observed rehearsals and performances, and reviewed mate…
Enacting presence
The purpose of this study was to explore how in-service music educators develop, name, and enact the relational practices of their work in schools while participating in a collaborative teacher study group (CTSG), and specifically how those practices relate to presence. Through a multicase research design, we analysed the practices of three U.S. music educators as they sought to develop and analyse their relational dispositions while working in a…
Examining the Nature and Function of Rules in the Music Classroom
Rules are often a taken-for-granted norm in education. In many schools, rules have become synonymous with behavior management systems, such as Positive Behavioral Intervention Supports (PBIS) and Responsive Classroom. In this paper, we draw upon Foucault’s conceptions of governmentality and discourse as well as notions of hidden curriculum to examine rules. We consider the ways in which self-governing subjects are assumed to regulate themselves b…
What and how? Or why and for whom? A content analysis of middle school general music literature
The purpose of this content analysis is to analyze available peer-reviewed middle school general music literature to determine the ways in which middle school general music has been conceived of in extant literature in the United States. The researchers performed a content analysis of peer-reviewed empirical and practitioner articles relating to middle school general music ( N = 45), creating a coding scheme of categorical clusters that related t…
Entangled Voicings
Qualitative inquiry often positions voice as something that can be clarified or protected through reflexive practice. Feminist and post-structural critiques have challenged these assumptions, yet methodological discourse frequently returns to reflexivity as ethical reassurance. This article offers an alternative by conceptualizing voice as relational, structurally conditioned, and unsettled. Drawing on arts-based and educational research encounte…
Diverse Music Education Insights (11 obras) · Pedagogy (10 obras) · Psychology (9 obras) · Music education (8 obras) · Sociology (8 obras) · Art (4 obras) · Mathematics education (4 obras) · Social science (4 obras) · Teacher Education and Leadership Studies (4 obras) · Musical (3 obras)