Trauma-Informed Pedagogy and the Post-Secondary Music Class

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