Page 155 - CJJan24

2024 ACDA Eastern Region Conference February 28 - March 2, 2024 Providence, Rhode Island

holds degrees in music education and choral conduct- School in Ashburn, VA; and the committee chairper-
ing from Lincoln University of PA (BS), Georgia State son for the Diversity Coalition of Virginia ACDA.
University (MM), and the Florida State University He also served as associate artistic director of the
(PhD). Orlando Choral Society. Jackson has served as a clini-
cian, speaker, and adjudicator across the East Coast,
providing musical leadership and interest sessions on
culturally responsive choral practices in Virginia and
Divisive Concept Florida.
or Student Lifeline?

Arreon A. Harley-Emerson will be a clinician for this
Critical pedagogy, critical race theory, and cultural- session. His photo and bio are on the previous page.
ly responsive pedagogy are distinct concepts with dif-
fering contexts, historical backgrounds, influences on Keith Roeckle is a PhD student in music
teaching approaches, and impacts on student engage- education at Temple University, where
ment and learning—none of which are, nor should he also serves as director of the Night
be, divisive. Choral conductor educators will be able Owls Campus-Community Band. Prior
to connect these concepts to their practice to make to his doctoral studies, he was a high
and advocate for informed musical and educational school instrumental music teacher at Ridley High
decisions that support the creation of a culturally sus- School (Folsom, PA), Lincoln High School (Philadel-
taining, life-giving, and life-saving choral community. phia, PA), and the Lawrenceville School (Lawrencev-
Provided in this session will be an Advocacy Wheel: ille, NJ). In addition to directing, Roeckle is an accom-
a tool for engaging in conversations about these con- plished arranger for instrumental ensembles and is a
cepts with principals, parents, boards of directors, and frequent piano accompanist for soloists and ensembles.
other governing bodies. His research interests include aural skills acquisition,
adolescents and music, and music theory pedagogy.
Kristina Westover is a PhD student and
teaching assistant in music education at
Temple University. She earned her BME Doing the Dishes:
from the University of Oklahoma and Beyond Tolerance of Gender-Diverse
her MME from Michigan State Univer-
sity. Her teaching experience includes elementary gen- Students in Music
eral music with an extracurricular choir, middle school
general music, and middle school choir. Her research “Everybody wants to save the Earth; nobody wants
interests include musical identity development in ado- to help Mom do the dishes.” While many well-inten-
lescents and preservice music teachers, music teacher tioned educators may consider themselves allies to the
attrition, and the development of culturally sustaining transgender community in a general sense; few are
music programs. equipped to interact confidently and competently with
gender-diverse students. Through a review of current
Daniel Jackson is a PhD student at Tem- research, personal accounts, and guided self-examina-
ple University studying choral music tion, this session seeks to expand current understand-
education. During his twenty-one years ings of gender diversity, student agency, and gender-
in music education, Jackson served as inclusive curriculum and policy with the ultimate goal
the director of choral activities at Olym- of gender equity for all students, teachers, staff, and
pia High School in Orlando, Fl.; Stone Bridge High members of the community.

CHORAL JOURNAL January 2024 Volume 64 Number 5 153