Schmidt, Patrick (pks2150)

Patrick Schmidt

Professor of Music and Music Education
Professor of Music and Music Education

Office Location:

520 HMann

Office Hours:

Tues 4:00 - 5:30 pm EST in person or via Zoom; Wed  4:30 - 6:00 pm EST in person or via Zoom

Educational Background

Patrick Schmidt is joining the faculty of Teachers College, Columbia University 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.

Selected Publications

Schmidt, p. (in preparation). Diminishing returns: Challenges of labor and practice in Canadian Music Education.

Schmidt, P. (2021). Losing Ground, Working to Adapt: Why Music Educators should see themselves as Policy Practitioners. Canadian Winds, Fall, 2021.

Schmidt, P. & Laes, T. (2021). Promoting a musical life-course towards sustainable ageing. International Journal of Community Music, 14(1).

Bylica, K. & Schmidt, P. (2021). Border Crossing Education: Supporting Risk Taking and the Music Teacher as Policy Practitioner. Arts Education Policy Review (online first). 

Schmidt, P. (2021). Diluting Democracy: Arts Education, Indigenous Policy and the Paradoxes of Participation. Action and Theory in Music Education Journal, 20(2), 30-59.

Schmidt, P. (2020). Doing Away with Music: Reimagining a new Order of Music Education Practice. Journal of Curriculum Theorizing, 35(3), 44-53.

Schmidt, P. (2020). Developing Our Policy Know-How: Why Policy Should Be Part of Music Educator IdentityMusic Educators Journal107(1), 24–30. https://doi.org/10.1177/0027432120929072

Schmidt, P. (2020). Making Policy Work for Us: Changing the Way Music Educators Look at PolicyMusic Educators Journal107(1), 20–23. https://doi.org/10.1177/0027432120945121

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

Laes, T. & Schmidt, P. (2016). Activism within music education: Working towards inclusion and policy change in the Finnish music school context. British Journal of Music Education, 33(1), 5–23.

Benedict, C. & Schmidt P. (Spring 2015). Acts of Courage: Leaping into mindful teachingCanadian Music Educator, 56(3), pp. 16-20.

Schmidt, P., & Morrow, S. (2015). Hoarse with no name: Chronic voice problems, policy & music teacher marginalization. Music Education Research18(1), 1-18.

Schmidt, P. (2014). NGOs as a framework for an education in and through music: Is the third sector viable? International Journal of Music Education, 32(1), 31-52.

Schmidt, P. (2014). Educating musically in difference: The challenges the arts place upon educationInter-Ação, 3, 24-39.

Schmidt, P. (2013). Cosmopolitanism and policy: A pedagogical framework for global issues in music education. Arts Education Policy Review, 114(3), 103-111.

Schmidt, P. (2013). Lessons without limit: Risk, critical thinking and empowerment in a meaningful education through musicArt Music Review, 24(1), online.

Schmidt, P. (2013). A rabi, an imam, and a priest walk into a bar. Or, what can music education philosophy learn from comparative cosmopolitanism? Philosophy of Music Education Review, 21(1), 23-40.

Schmidt, P. (2012). Critical leadership and music educational practiceTheory into Practice, 51(3), 221-228.

Schmidt, P. (2012). What we hear is meaning too:  Deconstruction, dialogue and music. Philosophy of Music Education Review, 20(1), 32-56.

Schmidt, P. (2012). Ethics or choosing complexity in music education. Action, Theory and Criticism in Music Education, 11(1), 149-169.

Schmidt, P., & Robbins, J. (2011). Looking backwards to reach forward: A strategic architecture for professional development in music educationArts Education Policy Review, 112(2), 95-103

Schmidt, P., & Benedict, C. (2011). Politics of not knowing: The disappearing act of an education in music. Journal of Curriculum Theorizing, 27(3), 134-148.

Schmidt, P. (2011). Music education in urban contexts: A redressAction, Criticism and Theory Journal, 10(1), 1-14.

Schmidt, P. (2011). Policy, politics, and north-south relations: A strategic architecture in music education. Revista da ABEM, 19(26), 23-36.

Books

Phillpot, C., Schmidt, P. & Wright, R. (in preparation). Rethinking the problem of knowledge in the music classroom.

Johansen, G., Kannelopolous, P., Schmidt, P., & Wright, R. (Eds). (2021). The Routledge Handbook to Sociology of Music Education. New York: Routledge.

Schmidt, P. (2020). Policy as concept and practice: A guide to Music EducatorsOxford University Press.

Bennett, D., Rowley, J. & Schmidt, P. (2019). Leadership and musician development in Higher Music Education. Volume 1. London: Routledge.

Bennett, D., Rowley, J. & Schmidt, P. (2019). Leadership and pedagogy of curriculum in Higher Music Education. Volume 2. London: Routledge.

Schmidt, P. & Colwell, R. (Eds.) (2017). Policy and the Political Life of Music Education. 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). The place of music in the 21st century: A global view. National Society for the Study of Education Yearbook. Teachers College Press.

 

Peer-Reviewed Journals

Schmidt, p. (in preparation). Diminishing returns: Challenges of labor and practice in Canadian Music Education.

Schmidt, P. (2021). Losing Ground, Working to Adapt: Why Music Educators should see themselves as Policy Practitioners. Canadian Winds, Fall, 2021.

Schmidt, P. & Laes, T. (2021). Promoting a musical life-course towards sustainable ageing. International Journal of Community Music, 14(1).

Bylica, K. & Schmidt, P. (2021). Border Crossing Education: Supporting Risk Taking and the Music Teacher as Policy Practitioner. Arts Education Policy Review (online first). 

Schmidt, P. (2021). Diluting Democracy: Arts Education, Indigenous Policy and the Paradoxes of Participation. Action and Theory in Music Education Journal, 20(2), 30-59.

Schmidt, P. (2020). Doing Away with Music: Reimagining a new Order of Music Education Practice. Journal of Curriculum Theorizing, 35(3), 44-53.

Schmidt, P. (2020). Developing Our Policy Know-How: Why Policy Should Be Part of Music Educator IdentityMusic Educators Journal107(1), 24–30. https://doi.org/10.1177/0027432120929072

Schmidt, P. (2020). Making Policy Work for Us: Changing the Way Music Educators Look at PolicyMusic Educators Journal107(1), 20–23. https://doi.org/10.1177/0027432120945121

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

Laes, T. & Schmidt, P. (2016). Activism within music education: Working towards inclusion and policy change in the Finnish music school context. British Journal of Music Education, 33(1), 5–23.

Benedict, C. & Schmidt P. (Spring 2015). Acts of Courage: Leaping into mindful teachingCanadian Music Educator, 56(3), pp. 16-20.

Schmidt, P., & Morrow, S. (2015). Hoarse with no name: Chronic voice problems, policy & music teacher marginalization. Music Education Research18(1), 1-18.

Schmidt, P. (2014). NGOs as a framework for an education in and through music: Is the third sector viable? International Journal of Music Education, 32(1), 31-52.

Schmidt, P. (2014). Educating musically in difference: The challenges the arts place upon educationInter-Ação, 3, 24-39.

Schmidt, P. (2013). Cosmopolitanism and policy: A pedagogical framework for global issues in music education. Arts Education Policy Review, 114(3), 103-111.

Schmidt, P. (2013). Lessons without limit: Risk, critical thinking and empowerment in a meaningful education through musicArt Music Review, 24(1), online.

Schmidt, P. (2013). A rabi, an imam, and a priest walk into a bar. Or, what can music education philosophy learn from comparative cosmopolitanism? Philosophy of Music Education Review, 21(1), 23-40.

Schmidt, P. (2012). Critical leadership and music educational practiceTheory into Practice, 51(3), 221-228.

Schmidt, P. (2012). What we hear is meaning too:  Deconstruction, dialogue and music. Philosophy of Music Education Review, 20(1), 32-56.

Schmidt, P. (2012). Ethics or choosing complexity in music education. Action, Theory and Criticism in Music Education, 11(1), 149-169.

Schmidt, P., & Robbins, J. (2011). Looking backwards to reach forward: A strategic architecture for professional development in music educationArts Education Policy Review, 112(2), 95-103

Schmidt, P., & Benedict, C. (2011). Politics of not knowing: The disappearing act of an education in music. Journal of Curriculum Theorizing, 27(3), 134-148.

Schmidt, P. (2011). Music education in urban contexts: A redressAction, Criticism and Theory Journal, 10(1), 1-14.

Schmidt, P. (2011). Policy, politics, and north-south relations: A strategic architecture in music education. Revista da ABEM, 19(26), 23-36.


Refereed contributions – Book Chapters

Schmidt, P. (in preparation). Advancing the Politics of School Policy: Ambiguity, Solidarity and the Construction of Teacher Practice. In Jose Luis Arostegui, Christophersen, C., Nichols, J., & Matsunobu, The Sage Handbook of School Music Education. Sage Publications.

Schmidt, P. & Laes, T. (forthcoming). 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. (forthcoming). Policy Practice as Citizenship Building: Reconfiguring the Duty to Care in Music Education. In Karin Hendricks (Ed.) Oxford Handbook of Care in Music Education. New York: Oxford University Press.

Schmidt, P. & Edwards, J. (in press). Composition, Policy and the Formation of Agency: Pathways in Teacher Education and K-16 Practice. Oxford Handbook of Music Composition. New York: Oxford University Press.

Tillborg, A. & Schmidt, P. (in press). Multicentric Collaboration and Music Education Leadership: Policy Practice and its Impact on Inclusion Discourse.

Schmidt, P. (2021). Musical Virtual Hangouts: Changing Policy and Social Capital Strategy for Community Engagement in a Major US Orchestra. In G. Johansen, P. Kannelopolous, P. Schmidt & R. Wright (Eds). The Sociology of Music Education Handbook. New York: Routledge.

Schmidt, P. (2020). Building A New Social Contract for Community Engagement Through Musical Virtual Hangouts. In J. Waldron, S. Horsley, & K. Veblen (Eds). The Oxford Handbook of Social Media in Music Education. New York: Oxford University Press.

Schmidt, P. (2020). Becoming a story: Searching for Music Education. In R. Allsup & C. Benedict (Eds). “The Road Goes Ever On” Estelle Jorgensen’s Legacy and Music Education. Bloomington.

Schmidt, P. (2019). El Eslabón Perdido: Reivindicando la política como elemento central del cambio en la formación de docents. In G. Rusinek & J. L. Arostegui (Eds). La Educación Musical Escolar y las Demandas del Sistema Escolar: Del Arte por Amor al Arte a la Sociedad y la Economía del Conocimiento. Spanish Press.

Schmidt, P. & Abramo, J. (2019).  Policy, power, and the redevelopment of teacher education.  In H. Westerlund & S. Karlsen (Eds), Visions for interculturalmusic teacher educationLondon: Routledge Press.

Schmidt, P. (2019). Educational policy and assessment in music. In T. S. Brophy (Ed.), Handbook of assessment practice and policy in music education, (pp. 57-91). New York, New York: Oxford University Press.

Schmidt, P. (2018). Engaging in Policy-Making Through Community-Oriented Work. In L. Higgins & B. L. Bartleet (Eds.), The oxford handbook on community music. New York: Oxford University Press.

Schmidt, P. (2017). Popular Music Education as Educational Policy. In C. Rodriguez (Ed), Coming of Age: Teaching and Learning Popular Music in Academia (pp. 45-68)Michigan: Maize Press.

Schmidt, P. (2017). Why policy matters: Developing a policy vocabulary in Music Education. In P. Schmidt & R. Colwell (Eds.) Policy and the Political Life of Music Education: Standpoints for Understanding and Action (pp.11-36).  New York: Oxford University Press.

Schmidt, P. & O’Neill, S. (2017). Arts education in Canada and the United States. In G. Barton & M. Baguley (Eds), The Palgrave Handbook of Global Arts Education. London: Palgrave & McMillan.

Schmidt, P. (2015). The Geography of Music Education: Establishing Fields of Action. In P. Burnard & J. Sodeman (Eds.), Music Education and the Sociology of Pierre Bourdieu. (pp. 18-33). London: Routledge.

Schmidt, P. (2015). The ethics of policy: Why a social justice vision of music education requires a commitment to policy thought. In C. Benedict, P. Schmidt, G. Spruce & P. Woodford (Eds.), Oxford handbook of social justice in music education. (pp. 47-61). New York: Oxford University Press.

Schmidt, P., & Benedict, C. (2014). Educating Teachers for 21st Century Challenges: The Music Educators as a Cultural Citizen. In J. Smith & M. Kashub (Eds.), Promising Practices in 21st Century Music Teacher Education (pp. 79-104). New York: Oxford University Press.

Schmidt, P. (2013). Creativity as a framing capacity in higher music education. In P. Burnard (Ed.), Developing creativities in higher music education: International perspectives and practices (pp. 23-36). London: Routledge.

Benedict, C. & Schmidt, P. (2012). The national curriculum as manifested destiny. In G. Spruce & C. Philpott (Eds.), Debates in music teaching (pp. 102-118). London: Routledge.

Schmidt, P. (2012). Music, policy and place-centered education: Finding space for adaptability. In P. Schmidt & C. Benedict (Eds.), National society for the study of education (Vol. 111, pp. 51-73). New York: Teachers College Press.

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