Research Discipline/Bio
Megan Reilly is a doctoral student in Music and Music Education and currently serves as the Program Coordinator for the Music and Music Education Summer Hybrid MA Program at Teachers College. Her research interests include: the intersections of flow experiences and music teaching, music educator mental health, preservice music teacher education, young children’s perceptions of music, and general music pedagogy.
Having taught students of all ages, from young children through adults, Megan believes in the value of accessible and equitable music education. She is a passionate advocate for her students and strives to find ways to support the mental and physical health of student performers, particularly in the marching arts. Currently, Megan serves on the visual staff at Bushwackers Drum and Bugle Corps and is a full time K–4 general music, choir, and band educator in New Jersey.
Educational Background
Master of Arts, Music and Music Education, Teachers College Columbia University, 2024
Bachelor of Music, Music Education, The College of New Jersey, 2018
Honors/Awards
Florence K. Geffen Scholarship, Teachers College
Blue and Gold Hall of Fame Inductee, The College of New Jersey
Publications/Exhibitions
Reilly, M. (2025). The first day of music: Considering our approach. TEMPO!, 79(2), 38–39. New Jersey Music Educators Association.
Coles, D. X., & Reilly, M. (2024). The essential role of feedback in cultivating flow in teachers. CMEA Digital News, 13-17. Connecticut Music Educators Association.
Reilly, M., & Coles, D. X. (2024). Achieving and maintaining flow state in the classroom: Steps for success. Oregon Music Educator, 50-51. Oregon Music Educators Association.
Coles, D. X., & Reilly, M. (2023). Beyond the conference: Following up on questions regarding achieving flow state in the classroom. TEMPO!, 78(1), 28–29. New Jersey Music Educators Association.
Last Updated: Jul 14, 2025