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Randall Everett Allsup

Professional Background

Educational Background

B.M., Northwestern University in saxophone performance; M.A., Ed.M., Ed.D., Teachers College Columbia University in Music and Music Education with New York State Certification.

Dissertation Title: "Crossing Over: Mutual Learning and Democratic Action in Instrumental Music Education"

Scholarly Interests

Instrumental Music Education, Teacher Education, Philosophies of Music and Arts Education, Classroom Creativity and Democratic Education, Social Justice and Equity, Urban Education

Selected Publications

        Allsup, R. E. & Shieh, E. (2012). Social justice and music education: The call for a public pedagogy. Music Educators Journal, 98, 47-51. 

        Allsup, R. E. (2012). Music education and human flourishing: a meditation on democratic origins. British Journal of Music Education, 29(2), 171-179.

        Allsup, R. E. & Westerlund, H. (2012). Methods and situational ethics in music education. Action, Criticism, and Theory for Music Education, 11(1), 124-148.

        Allsup, R. E. (2011). Classical musicians and popular music: Strategies and perspectives. Music Educators Journal, 97(3), 30-34

        Allsup, R. E. & Benedict, C. (2008). The problems of band: An inquiry into the future of instrumental music education. Philosophy of Music Education Review, 16(2), 156-173.   

        Allsup, R. E. (2008). Creating an educational framework for popular music in public schools: Anticipating the second-wave. Visions of Research in Music Education, 12, 1-12.   

professional experiences

TEACHING EXPERIENCE
     
        Teachers College Columbia University, New York, New York
  
          Associate Professor of Music and Music Education
          2012 - Present
          Faculty member-at-Large, Graduate School of Arts and Sciences, Columbia University
          Assistant Professor of Music and Music Education
          Fall 2002 - 2012
   
  •     "Creativity and Problem Solving in Music Education"
       
  •     "Skills and the Creative Strategy"
       
  •     "Philosophical Perspectives of Music Education"
       
  •     "Supervised Teaching of Music"
       
  •     "Seminar: Student Teaching Supervision"
       
  •     "Seminar: Music Education, Equity, and Social Justice"
       
  •     "Dissertation Seminar"
       
  •    
       
            The Sibelius Academy, Helsinki, Finland                   
              Visiting Fullbright Professor of Music Education 
              Fulbright Teaching and Research Award        
              AY 2009-2010    
       
  •     "A Writer's Workshop: Researching Music Education in English"
       
  •    
  •     "Dissertation Seminar"
       
  •        
           Chinese Cultural University, Taipei, Taiwan
             Visiting Professor of Music and Music Education
             Summer 2003
       
  •     "Introduction to Conducting and Score Reading"
       
  •     "Creativity and Problem Solving in Music Education"

    Hartwick College, Oneonta, New York
        Assistant Professor of Music
        Director, Music Education
        Director, Wind Ensemble
        Fall 2001 - Fall 2003
       
  •     "Contemporary Trends in Music Education I"
       
  •     "Contemporary Trends in Music Education II"
       
  •     "Woodwind Methods"
       
  •     "Hartwick College Wind Ensemble"
       
  •     "Supervised Teaching of Music"
       
    Columbia University
        Director of Bands
        Fall 1997 - Fall 2001
       
  •     Directed the Columbia University marching band, pep band, and wind symphony.

    Teachers College Columbia University
        Adjunct Instructor
        Spring 2000
        Spring 1997
       
  •     "Music for the World's Children"

        Student Teacher Supervisor
        Fall 1999 - Fall 2001
       
  •     "Supervised Teaching of Music"

        Teaching Assistant
        Fall 1991 - Fall 2001
       
  •     "Saxophone Instruction: Music Majors"
       
  •     "Woodwind Methods"
       
  •     "Saxophone and Clarinet Instruction: Non-majors"

    Our Children's Foundation, Harlem, New York
        Director of Fine and Performing Arts
        Full-time position: 1994 -1999
        Part-time 1991-1993
       
  •    
  • Created and implemented comprehensive curriculum in instrumental and general music for children ages 4-20. The Our Children's Foundation is a state-funded, nonprofit cultural and organization that services children at-risk of drug and alcohol abuse.
       
    Cardinal Hayes High School, Bronx, NY   
        Director of Bands
        Full-time: 1992-1994
       
  • Directed five bands from beginner to intermediate levels.  Responsibilities included marching band, pit band, and concert band.

     

  • professional presentations

    honors and awards

    Keynote Presentation: Research in Music Education (RIME), Reading UK, 2015.


    Keynote Presentation: Leading Music Education International Conference, London Ontario, May 28 - June 1, 2011.


    Keynote Presentation: 52nd MENC Eastern Division Biennial Conference, Baltimore, Maryland, March 31-April 2, 2011.


    Keynote Presentation: Conference on Music Learning and Teaching Center for Applied Research in Musical Understanding (CARMU), Oakland University, Rochester, Michigan, March 10-12, 2011.


    Keynote Presentation: The Ohio Music Educators Association, Cincinnati, Ohio, January 28, 2010.


    Keynote Presentation: Nordic Network for Music Education: Social Justice and Inclusion in Music Education, Hamar, Norway, November 13, 2009.


    The J. William Fulbright Foreign Scholarship Board & Council for International Exchange of Scholars: Fulbright teaching and research award: Sibelius Academy, Finland, 2009 - 2010.


    MENC Centennial (1907-2007) "Democracy and one hundred years of music education", featured author: 2007.


    Outstanding Teacher Award: Teachers College Columbia University, 2006.


    Outstanding Dissertation of the Year, Council of Research in Music Education, 2002.


    Northwestern University Music Education Leadership Summit IV: invited participant, 2002.


    Summer Fellow in Music Education, Northwestern University, 1997

    office hours

    Spring 2014
    Tuesdays 3:00 pm - 4:00 pm
    Wednesdays 4:00 pm - 6:00 pm


    office location

    520 Horace Mann

    biographical information

    Randall Everett Allsup is a graduate of Teachers College Columbia University where his 2002 dissertation, Crossing Over: Mutual Learning and Democratic Action in Instrumental Music Education was awarded 'Outstanding Dissertation of the Year' by the Council on Research in Music Education. Prior to returning to Teachers College as assistant professor, he was coordinator of music education and director of bands at Hartwick College, Oneonta, NY.  Randall became interested in issues surrounding social justice and democracy from his work in schools in neglected neighborhoods of New York City. First at Cardinal Hayes High School in the South Bronx and then at the Our Children's Foundation in Harlem, Allsup writes about the challenges of reconceptualizing music pedagogy. His teaching is influenced by thinkers like Maxine Greene, Paulo Freire, and John Dewey.

     

    principal publications

    PUBLICATIONS
     
        Referred Journal Articles

     Allsup, R. E. (in review). Music teacher quality and the problem of routine expertise.


     Allsup, R. E. (in review). A place for music education in the humanities.


     Allsup, R. E. (2012). The moral ends of band. Theory into Practice, 51(3), 179-187.


           Allsup, R. E., & Shieh, E. (2012). Social justice and music education: the call for a public pedagogy. Music Educators Journal, 98, 47-51.


           Allsup, R. E. (2012). Music education and human flourishing: a meditation on democratic origins. British Journal of Music Education, 29, 171-179.


           Allsup, R. E., & Westerlund, H. (2012). Methods and situational ethics in music education. Action, Criticism, and Theory for Music Education, 11(1), 124-148.

           Allsup, R. E. (2011). Sequoias, mavericks, open doors . . . composing Joan Tower. Philosophy of Music Education Review, 19(1), 24-36.

           Allsup, R. E. (2011). Classical musicians and popular music: strategies and perspectives. Music Educators Journal, 97(3), 30-34.

           Allsup, R. E. (2010). On pluralism, inclusion, and musical citizenship. Nordic Research in Music Education Yearbook, 12,135-155.

           Allsup, R. E. (2009). Rough play: Music and symbolic violence in an age of perpetual war. Action, Criticism, and Theory in Music Education, 8(1), 35-53.

           Allsup, R. E. (2009). A conversation on the realities of music teaching: on the very pleasure of the unexpected and strange. Vision of Research in music Education, 14, 1-3.

           Allsup, R. E., & Benedict, C. (2008). The problems of band: An Inquiry Into the future of instrumental music education. Philosophy of Music Education Review, 16(2), 156-173.

           Allsup, R. E. (2008). Creating an educational framework for popular music in public schools: Anticipating the second-wave. Visions of Research in Music Education, 12, 1-12.

           Allsup, R. E. (2007). Extraordinary rendition: On politics, music, and circular meanings. Philosophy of Music Education Review, 15(2), 144-154

           Allsup, R. E. (2007). Democracy and one hundred years of music education. Music Educators Journal, 93(5), 52-57.

           Allsup, R. E. (2006). Species counterpoint: Darwin and the evolution of forms. Philosophy of Music Education Review, 14(2), 159-174.

           Allsup, R. E. (2005). Hard Times: Philosophy and the fundamentalist imagination. Philosophy of Music Education Review,13(2),139-142.

           Allsup, R. E., & Baxter, M. (2004). Talking about music: Better questions? better discussions!. Music Educators Journal, 91(2), 29-33.

           Allsup, R. E. (2004). Imagining possibilities in a global world: Music, learning, and rapid change. Music Education Research, 6(2), 179-191.

           Allsup, R. E. (2003). Praxis and the possible: Thoughts on the writings of Maxine Greene and Paulo Freire. Philosophy of Music Education Review, 11(2),157-169.

           Allsup, R. E. (2003). Transformational education and critical pedagogy: Examining the link between culture and learning. Music Education Research, 5(1), 5-12.

           Allsup, R. E. (2003). Mutual learning and democratic action in instrumental music education. Journal of Research in Music Education, 51(1), 24-37.

           Allsup, R. E. (2001). Music education as liberatory practice: Exploring the ideas of Milan Kundera. Philosophy of Music Education Review, 9(2), 3-10.

           Allsup, R. E. (1997). Activating self-transformation through improvisation in music teaching. Philosophy of Music Education Review 5(2), 80-85.

           Allsup, R. E. (1997). From Herscher to Harlem: A subjective account. Music Educators Journal, 83(5), 33-36.

        Non-refereed Journal Articles

           Allsup, R. E., (2011). Music teacher preparation and curriculum in Finland. School Music News, 75(3), 50-51.

           Allsup, R. E., (2005). Stress and the music teacher: Preventing burnout. Teaching Music, 12(5), 50-54.

           Allsup, R. E. (2005). The democratic band room: An alternative approach. Bluegrass Music News 57(1), 22, 42-45.

        Guest Editor

               Finnish Journal of Music Education: Special Edition: Reconstructing, Revitalizing Traditions, Volume 13, No. 2, Fall 2010. Editorial:"Revitalizing Traditions" pp.6-7.

               Music Education Research: Special Edition: Music Education, Equity, and Social Justice, Volume 9, No. 2, July 2007. Editorial: "Music Education and Social justice" pp. 167-168.

      
     Book Chapters

           Allsup, R. E. (in press). Epistemology and qualitative research in music education. In Conway, C. (Ed.), Oxford Handbook of Qualitative Research in American Music Education. New York: Oxford University Press.


           Allsup, R. E., & Shieh, E. (in press). Fostering independent musicians. Research Perspectives on the National Standards. In S. Marrison (Ed). Reston, VA: MENC.

           

           Allsup, R. E. (2013). The compositional turn in music education: From closed forms to open texts. In M. Kaschub and J. Smith (Eds.), Composing our future: preparing music educators to teach composition. Oxford & New York: Oxford University Press.


           Allsup, R. E., Westerlund, H. & Shieh, E. (2012). Youth culture in secondary education. In G. McPherson & G. Welch (Eds.), The Oxford Handbook of Music Education. Oxford: oxford University Press. 460-475. 


           Allsup, R. E., & Westerlund, H. (2012). Through simple discovery. . . Tanglewood II: Summoning the Future of Music Education. Chicago: Gia publishers.


           Allsup, R. E., & Olson, N. (2012). New educational frameworks for popular music and informal learning: Anticipating the second-wave. In S. Karlsen & L. Väkevä (Eds.), Future Prospects for Music Education: Corroborating Informal Learning Pedagogy (pp. 11-21).  Cambridge, UK: Cambridge Scholars.

           Allsup, R. E. (2009). Philosophical perspectives in music education. In H. Abeles & L. Custodero (Eds.), Critical Issues in Music Education: Contemporary Theory and Practice. New York & London: Oxford University Press.

           Allsup, R. E. (2009). Choosing music literature. In H. Abeles & L. Custodero (Eds.), Critical Issues in Music Education: Contemporary Theory and Practice. New York & London: Oxford University Press.

           Allsup, R. E., Barnett, A., & Katz, E. (2006). Musical heritage: Celebrating families through music. In C. Frierson-Campbell (Ed.), Music in Urban Classroom, Vol 2: Teachers, Leaders, Partnerships, Reform. Reston, VA: MENC

           Allsup, R. E. (2004). Of concert bands and garage bands: Creating democracy through popular music. In C. Rodriguez (Ed.), Bridging the Gap: Popular Music and Music Education (pp. 204-223). Reston, VI: MENC.

        Responses & Reviews

           Allsup, R. E. (2006). Book Review: Eric Prieto, "Listening In: Music, Mind, and the Modernist Narrative" (Lincoln, NE: University of Nebraska Press, 2002), Philosophy of Music Education Review, 14(1), 93-97.

           Allsup, R. E. (2005). The fifth element (or turning the dialectic on its head): A response to Estelle Jorgensen's Four philosophical models of relationship between theory and practice'. Philosophy of Music Education Review 13(1), 104-107.

           Allsup, R. E. (2004). Book Review: MacDonald, Hargreaves & Miell, "Musical Identities" (New York: Oxford University Press, 2002) in Music Education Research, 6(1), 129-133.

           Allsup, R. E. (2001). Review of RIME Conference, April 3-7, 2001, University of Exeter, UK, Music Education Research 3(2), 255-256.

        Reprinted Articles

           Allsup, R. E. (2003). From Herscher to Harlem: A subjective account. [Original1997]. Readings on Diversity, Inclusion, and Music for All, Reston, VA: MENC


        Dissertation

           Allsup, R. E. (2009). 音樂互助学習与民主行為  (trans. Guo, Shengjian) Changsha, China: Hunan Normal University Press. (New preface in English and Chinese).

           Allsup, R. E. (2002). Crossing over: Mutual learning and democratic action in instrumental music education. Abstracts International, Teachers College Columbia University, New York, NY.

       
    Print & Media Interviews

           Fender Music Foundation (2011). How is Creativity Manifested? https://thefendermusicfoundation.wordpress.com/tag/randall-allsup/

           Peterson, A. (2010). Voyages of research: a conversation with Randall Allsup. Contributions to Music Education, 37(2), 105-111.

           Randall, M. (2010). A whole lotta of learnin’ going on: pop goes to the classroom. Teaching Music, 18(1), 28-32.

           WFUV Public Radio  (October 28, 2010). Strike a Chord: Music Education. https://www.wfuv.org/news/life-arts/101028/strike-chord-music-education

    A&HM 4357: Ensemble performance: music --Instrumental

    For music majors only. For instrumental and vocal majors, a course designed for performance by chamber ensembles. Repertoire determined by registration. Public concert performances each semester.

    A&HM 4701: Supervised teaching in music education

    Permission of instructor required. M.A. candidates who are student teaching must complete a minimum of 36 points. A variety of supervised teaching experiences (K-12), supplemented by conferences, evaluation, and seminars. The student completes 200 hours in schools observing, assisting, teaching, and evaluating. Required of those seeking state certification in music in New York State and other states.

    A&HM 4711: Supervised teaching in music education: 7-12

    Faculty.

    A&HM 4901: Research and independent study in music education

    For Music majors only. Research and independent study under the direction of a member of the Music Education Program faculty.

    A&HM 5025: Creativity and problem-solving in music education

    Permission of instructor required. Designed for initial and professional majors to experience and explore critical thinking as a means for establishing a framework for music learning at all levels. Materials fee: $35.

    A&HM 5026: Music skills and the creative strategy

    Permission of instructor required. Enrollment limited to 25. Prerequisite: A&HM 5025. Designed for initial and professional majors to examine and experience problem-solving techniques for developing musical skills within the framework of the creative strategy. Materials fee: $35.

    A&HM 5027: Philosophical perspectives on music education

    An investigation of the influential philosophical texts that inform music teaching and learning. Topics involve the examination of aesthetic and praxial philosophies; ethical practices; and historical, critical, and cultural perspectives.

    A&HM 5142: Special topics in music: Pedagogy

    Selected topics of interest in music examined in depth. Topic announced each semester.

    A&HM 6501: Doctoral seminar in music education

    Permission required from advisor and sign-up in the Music Office (520A Horace Mann) is also required. For Music majors only. Music doctoral candidates will identify their area of research interest and narrow their dissertation topic.

    A&HM 6971: Research and independent study in music education

    Permission required from advisor and sign-up in the Music Office (520A Horace Mann) is also required. Research and independent study under the direction of a faculty member in Music Education.

    A&HM 7501: Dissertation seminar in music education

    Permission required from advisor and sign-up in the Music Office (520A Horace Mann) is also required. For Music majors only. A required group tutorial for music doctoral students to help develop or refine topics of inquiry for research. The teaching format is flexible and may include faculty/student presentations, group discussions, and critiques. Preparation and presentation of dissertation proposal for approval. Students may register for a maximum of one term.

    A&HM 8900: Dissertation advisement in music education

    Permission required from advisor and sign-up in the Music Office (520A Horace Mann) is also required. Individual advisement on doctoral dissertations for music majors only. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D. degree.

    Documents & Papers

    To access other publications, please go to my TC Pocket Knowledge: http://pocketknowledge.tc.columbia.edu/home.php/browse/3720

    Download: Allsup & Benedict_2008 problems of band [PDF]