Recent Faculty Publications and Compositions


Emily Abrams Ansari. 2024. “Russia.” In Bernstein in Context. Edited by Elizabeth Wells. Cambridge: Cambridge University Press.

Jonathan De Souza. 2024. “Modular synthesizers as conceptual models.” In Modular Synthesis: Patching Machines and People, edited by Ezra J. Teboul, Andreas Kitzmann, Einar Engström, 81- 105. New York: Routledge. DOI: 10.4324/9781003219484-4


Kari Veblen, Janice Waldron. 2023. The Musical Work of Serious Leisure: Piping With the 78th Highlanders.TOPICs Journal 2023:03 ISSN: 2469-4681.

Roger Mantie, Jonathan Bayley, Kari Veblen, Kirsten Allstaff, Danielle Sirek. 2023. ‘Dedication’, International Journal of Community Music, 16:1, pp. 113–23,

Kari Veblen, Janice Waldron 2023. Digital Sociology and Online Music Communities: Models and Lessons from the Internet. Visions of Research in Music Education, 41(1),

Norma Coates. 2023. A Non-Expert Response. Journal of Popular Music Studies, 35 (4): 125–129.

Emily Abrams Ansari. 2023. Serialism in North America. The Cambridge Companion to Serialism, ed. Martin Iddon. Cambridge: Cambridge University Press.

Jonathan De Souza. 2023. “Music, Time, and Memory in Jason Robert Brown’s The Last Five Years.” In Here for the Hearing: Analyzing the Music in Musical Theatre, edited by Michael Buchler and Gregory Decker, 190–211. Ann Arbor: University of Michigan Press. 

Jonathan De Souza, Benjamin Steege, and Jessica Wiskus. 2023. “Introduction.” In The Oxford Handbook of the Phenomenology of Music, edited by Jonathan De Souza, Benjamin Steege, and Jessica Wiskus. New York: Oxford University Press. 

Jonathan De Souza. 2023. “Music, Mind, Body, and World.” In The Science-Music Borderlands: Reckoning with the Past, Imagining the Future, edited by Elizabeth Hellmuth Margulis, Psyche Loui, and Deirdre Loughridge, 135–59. Cambridge, MA: MIT Press.


adam patrick bell, Dasent, J., & Tshuma, G. (in press). Disabled and racialized musicians: Experiences and epistemologies. Action, Criticism, & Theory for Music Education, 21(2), 17-56.

adam patrick bell, Datoo, A., Bahaddi, J., Matterson, B., & Ko, C. (2022). Assessing accessibility: An instrumental case study of a community music group. Music Education Research, 24(3), 350–363.

adam patrick bell (2022). We Are Music Technology (And How To Change Us). In B. Powell and G.D. Smith (Eds.), The Places and Purposes of Popular Music Education (pp. 192-197). Intellect.

adam patrick bell, & Satarasinghe, O. (2022). From Tin Pan Alley to Trending: Remixing Ragtime and South Asian Popular Music with Digital Audio Workstations (DAWs). In J. Kladder (Ed.), Commercial and Popular Music in Higher Education (pp. 23-35). Routledge.

Catherine Nolan. 2022. “Theorising Serialism.” In The Cambridge Companion to Serialism, ed. Martin Iddon, 3-19. Cambridge: Cambridge University Press.

adam patrick bell, Juan Cacho, Ismail Okasa. (2022). Sparking and sustaining the songwriting process. In C. Randles, P. Burnard (Eds). The Routledge Companion to Creativities in Music Education. Taylor & Francis. DOI: 10.4324/9781003248194-16

Sophie Roland, DeSantis, B., Deck, S., & Hall, C. 2022. Why do Singers use imagery? Research Studies in Music Education.

Betty Anne Younker. 2022. Preface. Oxford Handbook of Music Composition Pedagogy (ed., Michelle Kaschub). Oxford University Press.

Jonathan De Souza. 2022. “Melodic Transformation in Geroge Garzone’s Triadic Chromatic Approach; or, Jazz, Math, and Basket Weaving”. Music Theory Spectrum, May 11, 2022, mtac003.

Mark Ramsay. April 2022 “Choral Recording Review: Conversations, Young Voices Toronto” in Alla Breve, Journal of the Kodály Society of Canada, vol. 46.


Robert Toft. 2021. ‘The Language of Nature: Adapting Sound to Sense in an Eighteenth-Century Cantata’, in Creative Research in Music: Informed Practice, Innovation and Transcendence, ed. Anna Reid, Neal Peres da Costa, and Jeanell Carrigan (New York: Routledge), pp. 26-42

Ruth Wright, Patrick Schmidt, Kanellopoulos, P. & Johansen, G. (Eds.) 2021. Handbook for Sociology of Music Education. London: Routledge. ISBN 9781138586369  

Paul Woodford. 2021. The wind band: Democratic elitism or democratic citizenship. In W. M. Perrine (Ed.), The future of the wind band (pp. 224-239). Chicago: GIA Publications.

Jonathan De Souza. 2021. “Guitar Thinking: Perspectives from Music Theory and Cognitive Science.” Soundboard Scholar 7, no. 1:

Ruth Wright. 2021. Afterword in Sociological thinking in music education: International intersections.  Pp. 217-224.Frierson-Campbell,  C., Hall, C., Powell, S.R. and Rosabal-Coto, G. Oxford: Oxford University Press. ISBN: 9780197600962 

Katherine Helsen. 2021. “Working with the Research Legacy of Andrew Hughes” in Historiae: Liturgical Chant for Offices of the Saints in the Middle Ages (Edizioni Fondazione Levi Venezia): 165 – 178.

Colleen Richardson. 2021.“Teacher Resource Guide: Into the Unknown – Karen Kachelmeier Robertson.” In Teaching Music Through Performance in Band, vol. 12, ed. Andrew Trachsel, 237-243. Chicago: GIA Publications, Inc.

Ruth Wright, Johansen, G. Kanellopoulos, P.A. and Patrick Schmidt. 2021. Introduction in Handbook to the sociology of music education. pp. 1-18. London: Routledge. 

Sophie Roland, Bylica, K., & Benjamins, L. 2021. Brokering reflective spaces in experiential learning: Interdisciplinary engagements in a summer Opera Program. Arts & Humanities in Higher Education.

Paul Woodford. 2021. On the musically beautiful. In. M. Perrine (Ed.), The future of the wind band (pp. 258-263). Chicago: GIA Publications.

Dyndahl, P., Karlsen, S. and Ruth Wright (Eds.) 2021. Musical gentrification, popular music, distinction and social mobility. ISME Routledge Book Series. ISBN 9780367343354 

Sophie Roland, Benjamins, L., & Bylica, K. 2021. The complexities of meaningful experiential learning: Developing a model of reflective practice in music performance education. International Journal of Music Education.

Ruth Wright. 2021. Voices. (One of a number of contributors to this chapter) in Finney, J. Philpott, C. and Spruce, G. (Eds.) Creative and critical projects in classroom music: Fifty years of sound and silence.pp.31-32 London: Routledge. ISBN 9781000204186 

Jonathan De Souza. 2021. “Timbral Thievery: Synthesizers and Sonic Materiality.” In The Oxford Handbook of Timbre, edited by Emily I. Dolan and Alexander Rehding, 347–79. New York: Oxford University Press, 2021 (online, 2018).

Katherine Helsen, M. Daley, J. Schindler. 2021. “The Sticky Riff: Quantifying the Melodic Identities of Medieval Modes” with Mark Daley and Jake Schindler. Empirical Musicology Review Vol. 16 no. 2

Ruth Wright. 2021. Countering anomie and alienation in music education: Music education as remix and life-hack. In R. Wright, P. Schmidt, P. Kanellopoulos and J. Johansen (Eds.) Handbook to the sociology of music education. pp. 312-324.  London: Routledge. eBook ISBN 9780429504631 


Butler, A., Bylica, K. and Ruth Wright. 2020. Informal Learning of Popular Music: Gender Monoglossia and Heteroglossia. British Journal of Music Education.38 (1) 43-57. DOI: 

Jonathan De Souza. 2020. “Instrumental Transformations in Heinrich Biber’s Mystery Sonatas.” Music Theory Online 26, no. 4 (2020):

Mark Ramsay. February 2020. “Canadian Repertoire for Tenor/Bass Voices” in GIA Publications’ book Conducting Men’s Choirs. (Chapter)

Robert Toft. 2020. With Passionate Voice: Re-Creative Singing in Sixteenth-Century England and Italy. New York: Oxford University Press, 2014. Japanese translation: ルネサンス・初期バロックの歌唱法 Dowa Shoin

Jonathan De Souza. 2020. “Classical Rondos and Sonatas as Stylistic Categories” (with Adam Roy and Andrew Goldman). Music Perception 37, no. 5 (2020): 373–91.

Robert Toft. 2020. Recording Classical Music. New York: Routledge

Ruth Wright. 2020. Gentrification, hegemony, activism and anarchy: how these concepts may inform the field of higher popular music education. In P. Dyndahl, S. Karlsen and R. Wright (Eds.) Musical gentrification, popular music, distinction and social mobility. ISME Routledge Book Series. eBook ISBN 9780429325076 

Emily Abrams Ansari. 2020. “The Benign American Exceptionalism of Copland’s Fanfare for the Common Man,” The Musical Quarterly 103/3-4 (Fall-Winter): 246-80.

Bylica, K. &  Ruth Wright. 2020 Gender and popular music education in North America: We need to talk.  Toward gender equality in the music industry: Education, activism and practice. S. Raine. and C. Strong (Eds) London, New York: Bloomsbury  DOI:10.5040/ 

Betty Anne Younker. 2020. Inquiry-based learning: A value for music in education with aims to cultivate a humane society. In (Iris Yob) Humane music education for the Common good. Bloomington, IN: Indiana Press. (Book Chapter)

Butler, A. & Ruth Wright. 2020. Hegemony, Symbolic Violence, and Popular Music Education: A Matter of Class. The Bloomsbury Handbook of Popular Music and Social Class, I. Peddie (Ed.) pp.97-116. London, New York: Bloomsbury. ISBN 9781501345388 

Emily Abrams Ansari. 2020. “Music helps us remember who we are and how we belong during difficult and traumatic times,” The Conversation, May 7.


Betty Anne Younker. 2019. A Necessary Balance in the Journey of Musician Educators (pp. 11-17). In (Allsup, R. E., & Benedict, C., Eds.). The road goes ever on: Estelle Jorgensen’s legacy in music education. London, Ontario: Western University. (Book Chapter)

Ruth Wright, Patrick Schmidt and O’Neill, S. 2019. Editorial R. Wright,  P.Schmidt, and S. O’Neill (eds) Special Issue: Progressive Methods in Popular Music Education. Journal of Popular Music Education. 3 (3) DOI: 10.1386/jpme_00001_2  

Jonathan De Souza. 2019. “Hypermetrical Irregularity in Sonata Form: A Corpus Study” (with David Lokan). Empirical Musicology Review 14, no. 3–4 (2019): 138–43.

E. De Luca, J. Bain, I. Behrendt, I. Fujinaga, Katherine Helsen, A. Ignesti, D. Lacoste, S.A. Long. 2019. “Capturing Early Notations in MEI: The Case of Old Hispanic Neumes,” in Zeitschrift für Musikwissenschaft 34:3: 229 - 249.

Aaron Hodgson. 2019. “Contemporary Music for Trumpet: Concepts and Techniques, Part 1.” Journal of the International Trumpet Guild. March 2019, 47-9.

Robert Toft. 2019. ‘Classical Production: Historically-Informed Performance in Small Rooms’, in Perspectives On Music Production: Producing Music, edited by Russ Hepworth-Sawyer, Jay Hodgson, and Mark Marrington (New York: Routledge, 2019), pp. 104-15

Paul Woodford. 2019. Music education in an age of virtuality and post-truth. London, UK: Routledge, UK, 8 chapters and with a foreward by Richard Colwell. Book released November 13, 2018.

Jonathan De Souza. 2019. “Texture.” In The Oxford Handbook of Critical Concepts in Music Theory, edited by Alexander Rehding and Steven Rings, 160–83. New York: Oxford University Press, 2019 (online, 2015).

Bylica, K,. Butler, A. and Ruth Wright. 2019. Transgressive or Just Unexpected? Heteroglossic Gender Performance & Informal Popular Music Learning. Journal of Popular Music  Education. 3 (1) pp. 379-398. DOI: 

Aaron Hodgson. 2019. “Contemporary Music for Trumpet: Concepts and Techniques, Part 2” Journal of the International Trumpet Guild. June, 51-5.

Ruth Wright, Patrick Schmidt and O’Neill, S. (Eds.) 2019. Special Issue: Progressive Methods in Popular Music Education. ISSN 23976721 , ONLINE ISSN 2397673X 

Jonathan De Souza. 2019. “Improvised Active Music Therapy Treatment: Methodological System in Neurological Rehabilitation” (with Demian Kogutek [first author], Jeffrey Holmes, and Jessica Grahn). Canadian Journal of Music Therapy 25 (2019): 60–75.