麻豆原创

Patrick Schmidt joined the faculty of 麻豆原创 as Professor of music and music education, in Fall 2022. Previously he served as faculty and chair of Music Education and Dance at Western University, Canada, as well as Associate Director of Florida International University’s School of Music in Miami, Florida and at the Westminster College in Princeton, USA, for 11 years. He also currently serves as a docent at the Sibelius Academy, University of the Arts, Helsinki. A Latino from Brazil, Schmidt’s innovative work in critical pedagogy, urban music education and policy studies is recognized nationally and internationally. His most recent publications can be found in the International Journal of Music Education; Theory into Practice; Arts Education Policy Review; Research in Music Education, Journal of Curriculum Theorizing; Philosophy of Music Education Review; Action, Criticism, and Theory for Music Education; ABEM Journal in Brazil; and the Finnish Journal of Music Education. Schmidt serves on the editorial boards of the Journal of the Council of Research in Music Education, Arts Education Policy Review, the ABEM Journal, the Revista Internacional de Educacíon Musical published by ISME, and the Journal of Popular Music Education.  Beyond his ongoing research projects, Schmidt has led several consulting and evaluative projects including recent work for the National YoungArts Foundation, and the New World Symphony in the United States, as well as for the Ministry of Culture and Education in Chile. Schmidt co-edited the Oxford Handbook of Music Education and Social Justice released in 2015, a two-volume book on Leadership in Higher Music Education (2020) and the 2021 Routledge Handbook for the Sociology of Music Education. Patrick’s co-edited book with Richard Colwell Policy and the Political Life of Music Education was released by Oxford University Press in February 2017. His latest book, Policy as Practice: A guide for Music Educators was released by Oxford in 2020.

At Teachers College he teachers courses on research methods, bottom-up policy practices, critical issues in music education, and higher education. He is the faculty supervisor for the following doctoral students: Dillon Beede, Terion Cooper, Hanan Davies, Omar Dickeson, Mari Kobayashi, Laura Montanari, Ashira Mothersil, Dylan Parrilla-Koester, Caroline Pearsall, Adrian Rodriguez, Priscila Santana, Micah Volz and Chris Wasko. See their profiles here.

Books 

Johansen, G., Kannelopolous, P., Schmidt, P., & Wright, R. (Eds). (2021). New York: Routledge. 

Schmidt, P. (2020). . Oxford University Press. 

Bennett, D., Rowley, J. & Schmidt, P. (2019). . London: Routledge. 

Bennett, D., Rowley, J. & Schmidt, P. (2019). . London: Routledge. 

Schmidt, P. & Colwell, R. (Eds.) (2017). New York: Oxford University Press. 

Benedict, C., Schmidt, P., Spruce, G. & Woodford, P. (Eds.) (2015). Oxford handbook of music education and social justice. Oxford University Press. 

Schmidt, P., Benedict, C. (Eds). (2012). National Society for the Study of Education Yearbook. Teachers College Press. 

Articles & Chapters

Schmidt, P. & Laes, T. (forthcoming 2024). Music Education in a risk society: Becoming a policy entrepreneur. In Biesta, G., H. Westernlund & T. Laes (Eds). Tranformative Politics in Music and Education. Routledge.

Schmidt, P. (in press, 2024). Addressing the Policy Vacuum: Is Grassroot Policy Activism in Music Teacher Education Possible? In Jose Luis Arostegui, Christophersen, C., Nichols, J., & Matsunobu (Eds.), The Sage Handbook of School Music Education. Sage Publications.

Schmidt, P. (in press, 2024). Power Relations in Higher Music Education: Designing Ecological Policy Action to Change. Brüstle, Christa, Lucia Di Cecca, Itziar Larrinaga, Mojca Piškor, Eva Sæther, and David-Emil Wickström, eds. Music, Power Relations and Beyond: Critical Positions in Higher Music Education. San Sebastian: Musikene.

Schmidt, P. (2024). In Karin Hendricks (Ed.) Oxford Handbook of Care in Music Education. New York: Oxford University Press.

Schmidt, P. & Edwards, J. (2024). Oxford Handbook of Music Composition. New York: Oxford University Press.

Tillborg, A. & Schmidt, P. (2023). In M. Hahn, C. Björk & H. Westerlund (Eds.), Music schools in changing societies: How collaborative professionalism can transform music education. Routledge.

Schmidt, P. (2021). . Canadian Winds, Fall, 2021.

Schmidt, P. & Laes, T. (2021).  International Journal of Community Music, 14(1).

Bylica, K. & Schmidt, P. (2021).  Arts Education Policy Review (online first). 

Schmidt, P. (2021).  Action and Theory in Music Education Journal, 20(2), 30-59.

Schmidt, P. (2020).  Journal of Curriculum Theorizing, 35(3), 44-53.

Schmidt, P. (2020). . Music Educators Journal, 107(1), 24–30. 

Schmidt, P. (2020). . Music Educators Journal, 107(1), 20–23. 

Schmidt, P. (2017).  Philosophy of Music Education Review, 24(1), 8-23.

Laes, T. & Schmidt, P. (2016).  British Journal of Music Education, 33(1), 5–23.

Benedict, C. & Schmidt P. (Spring 2015). . Canadian Music Educator, 56(3), pp. 16-20.

Schmidt, P., & Morrow, S. (2015).  Music Education Research, 18(1), 1-18.

Schmidt, P. (2014).  International Journal of Music Education, 32(1), 31-52.

Schmidt, P. (2014). . Inter-Ação, 3, 24-39.

Schmidt, P. (2013).  Arts Education Policy Review, 114(3), 103-111.

Schmidt, P. (2013). . Art Music Review, 24(1), online.

Schmidt, P. (2013).  Philosophy of Music Education Review, 21(1), 23-40.

Schmidt, P. (2012). . Theory into Practice, 51(3), 221-228.

Schmidt, P. (2012).  Philosophy of Music Education Review, 20(1), 32-56.

Schmidt, P. (2012).  Action, Theory and Criticism in Music Education, 11(1), 149-169.

Schmidt, P., & Robbins, J. (2011). . Arts Education Policy Review, 112(2), 95-103

Schmidt, P., & Benedict, C. (2011).  Journal of Curriculum Theorizing, 27(3), 134-148.

Schmidt, P. (2011). . Action, Criticism and Theory Journal, 10(1), 1-14.Schmidt, P. (2011).  Revista da ABEM, 19(26), 23-36.