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Congratulations to UW-Superior Professor Dr. Lois Veenhoven Guderian on her latest textbook publication and national research presentation
When Dr. Lois Guderian was hired as the University of Wisconsin-Superior Music Education Coordinator in 2008, she had just finished the first edition of the secular version of her text, “Playing the Soprano Recorder for School, Community and the Private Studio.” The creation of the text had come via a request from the National Association for Music Education (NAfME) after an editor had seen the sacred version of the text, “Playing the Soprano Recorder for Church, School, Community and the Private Studio” (Guderian, 2002) at a conference. Little did Guderian know at the time she was writing the texts that she would be using the text herself at a new job.
“I feel extremely thankful and humbled to think that my life’s work is paying off in ways that can benefit others,” said Guderian. “One would hope that life-long education, professional development, uncountable hours of work above and beyond what is considered a regular workday, and many years of experience working in ones chosen profession would result in products of useful knowledge to be shared. However, one never takes for granted that such will be the case.”
Written for use in schools, communities and educator preparation programs, the text is an example of 21st-century educational aims: a comprehensive, sequentially-ordered, interrelated and interconnected approach to teaching and learning in music that includes consistent opportunities to develop creative thinking in music and performance skills. Published by co-publishers Roman and Littlefield Education and The National Association for Music Education, Guderian, now in her tenth year at UW-Superior, completed the second edition of the text during the summer with the book being released in October. New sections include materials Guderian developed for UW-Superior courses in aesthetic experience and music education methods.
Unique to the original publications and continued in the current 2017 edition are the Creative Corner assignments of each lesson – embedded assessments that require applied creative thinking in music composition as a way to demonstrate students’ learning and level of understanding in the content knowledge and skills introduced in each of the 17 lessons/chapters. Seventy-seven original and arranged pieces of music provide students with opportunities to reinforce and experience concepts introduced in each chapter via ensemble playing and singing. In interrelation, all practice/performance pieces in the lessons reinforce the technique, theory, music reading and musicianship skills introduced per lesson/chapter. Historical and cultural contexts of several pieces make possible collaborations with community organizations such as symphony orchestras, schools and private educators, community centers, and connections to other areas of learning in the curriculum. The potential for collaborative teaching and learning between and across school, community, and private studio educators is a hallmark of this practice and research-based approach to music education. For the 2017 edition, the original practice/performance CD tracks are now offered online.
Another unique feature of the text is its suitability for use with multiple age groups – beginning at age 9 through adult, and in multiple contexts: classrooms, private instruction, small and large group instruction, higher education, self-educating, and educator preparation. Thus, the possibilities for field studies in education are numerous. The materials support a student-centered, hands-on teaching and learning approach to music education. Lesson by Lesson, students and educator fulfill the aims of the 2014 National Standards for Music Education by performing, creating and responding to music together.
The nucleus for the content came about from the numerous materials Guderian developed during the 1990s for teaching and learning in soprano and alto recorder as an integral part of her comprehensive curriculum for teaching general music classes, grades 5-8, in a school for gifted and talented youth. From 2002-2007, the text was also the instrument used in two music education research projects at Northwestern University in Evanston, Illinois, that led to the publication of more than 20 articles, chapter contributions, and textbooks for music education authored by Guderian.
An internationally published composer and author before her hire at UW-Superior, Guderian has seen the publication of more than 50 authored and composed works since her appointment at the university. Included in the list of more than 15 publishers and organizations of her work are Oxford University Press, Sage Publications, Corwin Press, the National Association for Music Education, Roman and Littlefield Publishing Group, Transcontinental Music Publications, NAC North America and NAC International.
In April, Guderian will present a SOTL research project she conducted at UWS, Effects of Creative Application on Students’ Learning, and Preferred and Perceived Effectiveness of Instructional Practices in General Education Music Appreciation Classes at the Poster Session of the 2018 Music Research and Teacher Education National Conference.