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* denotes Executive Committee
NOTE: Where more than one country is given, the last one is the country of residence.
President
* Håkan Lundström (Sweden)
President Elect
* Graham Welch (UK)
Immediate Past President
* Liane Hentschke (Brazil)
Board of Directors
Polyvios Androutsos (Greece)
Margaret Barrett (Australia)
Graça Boal Palheiros (Portugal) David Forrest (Australia) * Victor Fung (Hong Kong/USA) Gunnar Heiling (Sweden) Mogomme Masoga (South Africa) * Marvelene Moore (USA) Phil Mullen (Ireland/UK) Regina Murphy (Ireland) Franz Niermann (Austria) Jusamara Souza (Brazil) Secretary GeneralJudy Thönell (South Africa/Sweden/Australia)
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NOTE: The first country listed is country of origin, and the last is the country of residence.
President: Håkan Lundström (Sweden) Music education is a wide field that includes people who work in very diverse situations: in pre-schools, in high schools, in universities. They are teaching in different contexts or educating music teachers or doing research on different aspects of music education or work in communityactivities with various age groups. Where there is music there are alsolearners and many of them learn in informal situations outside of schools or similar institutions.
It is my belief that all people who are active in this field need each other in order to communicate, learn and develop, and that they need each other’s support when it come to justifying their work and theposition of music education in their society – for this field is after all rather marginalized in the education policies of most societies. Ifwe believe that music increases the possibilities for important matterslike inter-cultural understanding, democracy and – perhaps – peace, weneed to show this. This is one reason why ISME is needed and why I want to work for the continuation of the strong development ISME has undergone during a number of years in order to strengthen ISME's position and capacity to support music education. Long teaching experience in Music and society at Malmö Academy of Music, Sweden – particularly ethnomusicology/folkmusic/world music and popular music. Currently Dean of the MalmöAcademies of Performing Arts, Lund University (including the Academies of Fine Arts, Music and Theatre). PhD in ethnomusicology, LundUniversity, with a thesis on the music of the ethnic minority Kammu (Kmhmu) in Laos: I will send my song... (2006). On-going research projects on Kammu music, Japanese music and native American music in Alaska. Co-edited school song books, notably Sångboken (1984) and Lilla sångboken (1986). Was a part of the project Higher music education in a multicultural society including field studies abroad (Gambia) and work with immigrant musicians. Presently active in co-operation project with the music conservatory in Hanoi, which involves teacher and student exchange andalso new developments in traditional Vietnamese art music in practice and education. Another branch of this project deals with orally transmitted music of ethnic minorities: documentation, CD productions and revitalization through new methods of education and new performance situations. Memberof the ISME Commission for the Education of the Professional Musician 1996-2002, chair 2000-2002. Member of the ISME board and Executive Committee 2002-2006.
President-Elect: Graham Welch (UK) The United Nations (UN) Human Development Index (HDI) includes data from 175 UN member countries on three basic dimensions of human development: a long and healthy life (measured by life expectancy at birth); knowledge (measured by adult literacy rates and gross enrolment ratios in phases of formal education); and standard of living (measured in Gross Domestic Product [GDP] per capita and purchasing power). The HDI data act as a reminder of the differences and inequalities in many people’s lives and why it is important for those of us who have more to take positive action to help others who have less. Nevertheless, knowing gross enrollment ratios in education does not automatically tell us anything about the quality of education outcomes, nor the rich cultural experiences that may be available in local and regional cultures. That is why it is important for ISME to continue to encourage, promote and celebrate musical diversity in its biennial conferences, to nurture various single and multi-disciplinary musical activities through its Commissions and its links with national and regional associations, and to find ways to empower local individuals and communities in all aspects of their musical lives. ISME has to make a difference, not just every two years, but in the ways that its distinctive mission is networked, articulated, understood and acted on, such as by government agencies across the world. Music is our birthright and music education is a key component in ensuring that all children, young people and adults realize their musical potential. Professor Graham Welch holds the Institute of Education, University of London Established Chair of Music Education and is Head of the Institute’s Department of Arts and Humanities. He is elected Chair of the internationally based Society for Education, Music and Psychology Research (SEMPRE) and a recent past Commissioner and Co-Chair of the Research Commission of the International Society for Music Education (ISME). He holds Visiting Professorships at the Universities of Sydney (Australia), Limerick (Eire), Helsinki (Finland) and Roehampton (UK) and has recently been appointed as a member of the UK’s Arts and Humanities Research Council (AHRC) review college for music. He has acted as a special consultant to (i) the USA National Center for Voice and Speech (NCVS) in Denver, the Swedish Voice Research Centre in Stockholm and UK Government agencies on aspects of children’s singing and vocal development; (ii) the British Council in the Ukraine and Ministry for Education and Youth in the United Arab Emirates on education and teacher development; and (iii) the National Research Foundation of South Africa and British Council in Argentina on the development of national research cultures in music. Publications number over two hundred and embrace musical development and music education, teacher education, the psychology of music, singing and voice science and music in special education and disability. Publications are primarily in English, but also in Spanish, Portuguese, Italian, Swedish and Chinese. He is on the Editorial Boards of the world’s leading journals in music education, including IJME, JRME, RSME, BJME and MER.
Immediate Past President: Liane Hentschke (Brazil) Professor of Music Education at the Federal University of Rio Grande do Sul - UFRGS – Porto Alegre, Brazil. She is currently the President of the International Society for Music Education – ISME (2006-2008), and member of the Executive Board of IMC – International Music Council.
Her MA and PhD studies were obtained at the Institute of Education, University of London, England. At the UFRGS she teaches at the undergraduate and graduate level, supervising MA and PhD students. She has held former positions as Head of the Music Department, and Deputy Chair of the Graduate Programme in Music of UFRGS. Her research interests include teacher education and formal and non-formal music learning. She is currently a member of a working group named “Mundus Musicalis”, Coordinated by AEC, as part of the Erasmus Mundus Programme of the European Union. She is a member of an international research team which is investigating the Meanings of Music for Students in School-based and Non-school Musical Activities in seven countries. Liane's publications include books, book chapters, and refereed articles published in Brazil, England, Australia, Argentina and Spain. She has been invited for Seminars and special lectures at Universities in Brazil, England, United States, Spain, Hong Kong, mainland China, Argentina, Chile and Venezuela. On the policy level, she worked as an advisor for music at the Brazilian Ministry of Education on the Advisory Board of Higher Education Section (1995-2000). As an independent consultant she worked for many years on curriculum development projects at music schools and universities, and on the creation and implementations of two Orchestra Educational Programs (São Paulo and Porto Alegre), targeted to socially disadvantages children and youth. On the editorial level she worked for two years as Co-editor of the International Journal of Music Education – IJME, as well as a President of the Editorial Board of Revista da ABEM (Journal of Brazilian Society for Music Education). She is also a member of the Editorial Committee of Eufonia, Spain and of Research Studies in Music Education, Australia.
Polyvios Androutsos (Greece)
 Music Education in the globalized world of today faces more challenges than ever. Musical diversity, multiculturalism, rapid technological developments, bridging the gap between theory and practice, research results and their implementation in teaching, are just a few of the challenges. I strongly believe that ISME has played and will continue to play a unique role in facing such challenges, but in this process the valuable key is the active participation of all of us. During the last few years together with many distinguished colleagues we have tried – within ISME - to promote and establish collaborations in national, regional and international levels, aiming at bringing together music educators from different nations and backgrounds. Bringing together is a very important first step followed by sharing new ideas, try together to find solutions in every day teaching problems. One of my main concerns is to continue aiding the powerful process of collaboration within ISME. Polyvios Androutsos (Ph.D.) is a music education specialist and researcher. He has published a book and over 65 articles in Greek and International music education journals and has given several lectures and held seminars in Greece and abroad. He has taught music in special, primary and secondary schools, as well as music education courses at the Department of Music Science and Arts, University of Macedonia, and at the Faculty of Training Teachers for Nursery Schools at the TEI of Thessaloniki. He served as president of GSME for 7 years, as vice-president for 3 years, and since June 2007 he is the Honorary President. He joined ISME in 1992, has attended 5 ISME World conferences, worked since 1997 as a GSME representative at ISME, served at the ISME Board (2006-2008) and he is also a member of the Editorial Board of the International Journal of Music Education: Practice.
Margaret Barrett (Australia)
Margaret is Professor of Music Education at the University of Tasmania. She holds PhD (Monash University, 1996), MEd (UTAS, 1990) and BA Mus.Ed (1981) degrees. An ISME member since 1988, Margaret is a Commissioner for the Research Commission (2006 – 2012) and has presented to both the Research Commission (1998, 2000, 2002, 2004, 2006) and to ISME conferences (1990, 1992, 1996, 2002, 2004). Margaret has an extensive record of service to the music education community. She was National President of the Australian Society for Music Education (1999 – 2001). She has convened major conferences in music education including the Asia-Pacific Symposium for Music Education Research (February 1999), and with Professor Sandra Stauffer, the first international conferences in Narrative Inquiry in Music Education (Arizona 2006 and 2008). Margaret is editor of Research Studies in Music Education, a member of the editorial boards of key journals, and has published extensively in the field.
Graça Boal Palheiros (Portugal)
Music education in formal and informal contexts (i.e. musical experiences across ages and in different communities) does enrich people’s lives. I believe in its intrinsic and extrinsic value for promoting musical development, and cognitive, emotional and social skills. I totally agree with the current ISME Vision and Mission, and its core values. People, children in particular, should have access to and benefit from music education. Teachers’ roles can be helped, through access to information and formation. Belonging to a professional community is fundamental for personal and professional development. Many music teachers have not heard yet about ISME. Potential members across countries, and national Associations for Music Education, could be stimulated to participate in regular meetings, where they share different practices, values and opinions. I have regularly presented at ISME Conferences and Research Seminars, and would like others to also experience these significant events. I believe I would be able to serve ISME in the future, as much as I have served APEM until the present.
Graça Boal Palheiros has graduated in Psychology and Piano (Porto, Portugal), has earned a BA in Music Pedagogy (Louvain, Belgium), an MA in Music Education and a PhD in Music Psychology (London, UK). She is a lecturer at the School of Education-Porto Polytechnic Institute since 1985, teaching undergraduate and master courses in Music Education, Psychology and Therapy, and is coordinator of the Music Department. Graça is President of APEM (Portuguese Association for Music Education-ISME), having served APEM since 1990. As co-founder and President of AWPM (Wuytack Association for Music Pedagogy) since 1992, she is editor and co-author of music books with Jos Wuytack. She works at Research Centres CIPEM and CESC, is editor of Educação Musical (APEM), co-editor of Música, Psicologia e Educação (CIPEM) and advisory member of Eufonía (Spain). She has published books and articles, presented at ISME and other conferences, and taught in several countries. She is currently involved in research projects on children’s music listening and teaching practice.
David Forrest (Australia) I am committed to the cause of music education internationally and to therole of ISME in supporting music education in all of its manifestationsaround the globe. There are too many countries and regions where aneducation in music is not available. ISME must promote the value,benefit and need for music education through its advocacy and support.
Ibring to the ISME Board my entrepreneurial, creative and managerialskills that have already used extensively with the Commission on Musicin Cultural, Educational and Mass Media Policies, and other duties thatI have been asked to perform for ISME. I am particularly committed toadvocating the role of the non-English speakers of ISME in order tocontinue to embrace and develop a broad and encompassing culturalperspective for the organization.In 2004, as Chair of the Commission on Music in Cultural, Educational and Mass Media Policies, he convened a highly successful seminar in Puertode la Cruz, Tenerife. He has been a member of this Commission since1998 and has remained a Special Advisor. For the commission he hasproduced refereed publications for the seminars in Nairobi (1998),Helsinki (2002), and Puerto de la Cruz (2004, in English and Spanish).He has contributed to the commissions on Music in Schools and TeacherEducation (1994) and the Education of the Professional Musician (2000,2004), and presented papers at every ISME conference since 1994. Since2001 he has been a member of the Editorial Board of the International Journal of Music Education. In 2004 he donated his services for the editing and production of the Kabalevsky ISME Fanfares.
Victor Fung (Hong Kong/USA) ISMEis the world’s pinnacle organization in music education. We shouldfocus on making music available to people of all ages and backgrounds.International communities of music educators need to come together toexchange ideas, share experiences, and join efforts in music teaching,learning, and research. Through technology, mutual support, andpersonal interactions, ISME provides an ideal forum that brings musiceducators of all cultures and traditions together for stimulatingexchanges in meetings, networking, research, discussions, andpublications. ISME activities allows its members to learn from eachother, enrich each other’s practices, and cultivate respect fordifferences. We should ensure that all humans are accessible to a fulland enriching live through music. C. Victor Fung is Professor of Music Education at the University of South Florida, U.S.A. He holds a Ph.D. in music education from Indiana University. Besides being a Board Member for ISME, he also serves onits Publications Committee. In Hong Kong, he was a member of the Executive Committee of the Hong Kong Society for Music Education. In Japan, he delivered a keynote address for the Japanese Music Education Society. In the U.S., he served as Board Members for Florida Music Educators’ Association and the College Music Society. He has given over fifty presentations at conferences in Asia, Europe, North America, and Oceania. In addition, he has delivered lectures at various institutions such as the China Conservatory, Hong Kong Institute of Education, Joetsu University of Education, Michigan State University, and University of Miami. He has research articles published in numerous refereed journals, such as the International Journal of Music Education, Psychology of Music, Research Studies in Music Education, Philosophy of Music Education Review, Bulletin of the Council for Research in Music Education, Journal of Research in Music Education, Contributions to Music Education, Update: Applications of Research to Music Education, Journal of Technology in Music Learning, and College Music Symposium. He has book-chapters published by American Council on Education, Australian Music Centre, and Music Educators National Conference. His research has been focused on psychology of music, multicultural issues in music education, and international perspectives of music education.He has served on the editorial boards of the Asia-Pacific Journal for Arts Education, Journal of Research in Music Education, and Research Perspectives in Music Education,and on various panels of the Hong Kong Council for AcademicAccreditation. He is the creator and webmaster of International Music Education Links (http://media.arts.usf.edu/fung/links/).
Gunnar Heiling (Sweden) Towork in an international organization like ISME is to share your expertise in great respect for each other’s cultures, experiences and ideas and with an open mind to other ways of thinking in the decision process. It is a question of true democracy. In the ISME Board we workfor strengthening the conditions for music education worldwide. In that job we today have to look as much at the so called privileged countries as to the underprivileged. A longstanding mission of mine is to promote reflection and research among music teachers and to work for international networking between music educators to promote the sharing of good examples. Working with the board gives me a new platform inthese tasks.
Brass musician. Tours of Europe, America, Australia and China.Has been working with teacher education in Sweden since 1967, at the Malmö Academy of music since 1980 as teacher, administrator and researcher. Ph.D. in Music education 2000. ISME member since 1990. Has attended and presented at most world conferences since. Member of the Scandinavian advisory board for ISME 2002 in Bergen. Organizer of the MISTEC seminar in Malmö 2002. Commissioner of the Music in Schools and Teacher Education Commission 2002. Member of the ISME Board 2006-Present.Has published numerous articles and books and presented papers at national and international conferences on a vast array of topics.Recent research projects: - National Assessment of Music in the Swedish compulsory school 2003.
- EU Alfa Evedmus project, where a network comprising researchers from Argentina, Brazil, Mexico, Portugal, Spain and Sweden assess teacher education programs in music in 40 countries in Europe and Latin America (ongoing).
Mogomme Masoga (South Africa)
Music makes human and humans make music. It is my strong assertion and belief that through ISME the global musical arts classroom should become a place for solutions of broader educational problems. This very same classroom should offer space for solution-making. Of course the challenge cannot be achieved by simply employing processes of cut and paste. There is a need to go back to basics. It is my vision to see ISME grappling (proactively) with various forms of respective critical continental issues. I have never come across work dedicated to critiquing the Millennium Development Goals (MDGs) stories. How do we carve a niche in this whole debate and discussion? Musical arts education has to rise above and transcend its present standing. There are serious challenges which range from poverty and inequality, regional integration, infrastructural, educational problems just to mention a few. How can we find a voice in this debate?
Magomme Masoga comes from a grounding in indigenous African musical education. He has been involved in planning and implementing African indigenous music programmes and projects He has managed the Indigenous Knowledge Systems (IKS) and Education portfolios of the National Research Foundation (NRF) and Education Research Portfolios and is currently the Research Manager at the Indigenous Knowledge Systems of South Africa Trust include being the Head of the Historical Sciences Schools at the University of the North, founding Director of the African Renaissance Center at the University of the North, Head of Research at the Commission for promotion and protection of religious, linguistic, cultural rights of communities (CRL Rights Commission), Senior Researcher and Academic Journal Editor at Development Bank of Southern Africa (DBSA), supervisor of postgraduate students (including MAs in Education fields), external examiner of postgraduate studies. He is currently the Pan African Society for Musical Arts Education (PASMAE) President (2007-2009).
Marvelene Moore (USA) Dr. Marvelene C. Moore is a James A. Cox Endowed Chair and Professor ofMusic Education at the University of Tennessee. She was also awarded the University of Tennessee Alumni award to assist in presenting a National Symposium on Multicultural Music, co-sponsored by MENC: The National Association for Music Education, a biennial event. In August 2002, she appeared in Southern Living Magazine for her work increating the National Symposium. In Spring 2004, Dr. Moore was presented the Tennessee Hall of Fame Award for recognition of her outstanding accomplishments in the advancement of Music Education in Tennessee Schools.
Dr.Moore specializes in classroom music for students grades K-8 and choralmusic for students 6-12. She brings a breadth of experience in musicfor young people including study at the Jaques-Dalcroze Institute - Geneva, Switzerland and the Conservatory of Music- Ithaca College; the Orff Institute - Salzburg, Austria; and the Kodaly Institute - Esztergom, Hungary.
She has served as clinician and guest conductor for music organizations in44 US states. She has presented and chaired sessions at the international level including at the MISTEC (Music in Schools andTeacher Education Commission) Seminars and the ISME conferences in Korea (1994), South Africa (1998), Lincoln, Nebraska (2000), Sweden and Norway (2002), Tenerife, Spain (2004), Hong Kong and Malaysia. Marvelene Moore has served as Commission Chair of MISTEC. She also presented sessions at the Royal Melbourne Institute of Technology in Melbourne, Australia. Dr. Moore’s area of specialization is Jaques-Dalcroze Eurhythmics.
She received the B.A. degree from Talladega College, Alabama; Master of Education and Education Specialist degrees, George Peabody College ofVanderbilt University, Nashville; and the Ph.D. degree from theUniversity of Michigan, Ann Arbor. She is an author of several PearsonEducation Silver Burdett Publications: Making Music 2006, 2001, The Music Connection, 1999, 1995; and The Jaques-Dalcroze Source Book The World of Music, 1991. She is also author of the MENC publication Classroom Management in the General, Choral and Instrumental Music Programs, 2002; one of the authors of the MENC video Bringing Multicultural Music to Children, 1992 and an author of Making Connections: Multicultural Music and the National Standards,a 1998 publication. Dr. Moore has served as National Chair of MENC’s Society for General Music and on the 2003 MENC World’s Largest Concert Selection Committee.
Phil Mullen (Ireland/UK) As a member of ISME board I will: * Continue to promote the concept that involvement in active music making is for every human being regardless of age, ability or life circumstance and will encourage ISME to highlight endeavours that offer an inclusive approach to music education. * Help put creativity and creative music making forward as a key activity in music education by promoting debate and the sharing of knowledge and methods. * Promote an understanding of the importance of the ever-evolving music of all cultures and the need for these cultures to have a more equal representation within global music education. * Encourage greater dialogue between different sectors of the ISME community, both at regional level and also encouraging the various commissions to cooperate, link together and share knowledge where possible. * Endeavour to raise awareness of the essential work of ISME to a wider world of music educators, both classroom teachers and those working in other contexts as well as to people in other relevant fields such as the arts therapies, policy makers etc and encourage dialogue between ISME and relevant organisations from different sectors of the Society.
Having spent the early part of my career as a rock and pop performer/songwriter I have divided my time since 1986 between active music making and educational activities. My education work has mostly been in the non-formal or community sector working extensively with young people at risk, prisoners, seniors, people with disabilities and homeless people. Since 1990 I have been training people to work in this field both in England and Ireland and I have developed my own team that work with young people in the south of England particularly those at risk of offending. In the last few years I have also been involved in bringing creative music making methods into the primary classroom and in developing networking opportunities for those involved in community music-making. Regina Murphy (Ireland)
Among the experiences that comprise our professional lives, there are just a small number that can be described as truly transformational. My first encounter with ISME in South Africa some ten years ago became, for me, one such experience. When I reflect on this, I realise that it is the unique combination of celebrating music in education, sharing insights on research and practice, and having the opportunity to forge relationships with committed and artistic educators that makes for the transformative experience. As I reflect further to consider how to serve ISME, I am drawn deeply to the idea that every human being potentially brings a wealth of musical experience, from across cultures and traditions, to the world of music education. By fostering and valuing strong, collaborative relationships and encouraging breadth of participation, then ISME can become the powerful, transformational phenomenon that the music education community needs now more than ever.
Regina Murphy is Senior Lecturer at St Patrick’s College, Dublin, Ireland, where she teaches and directs postgraduate courses. She has presented numerous workshops and papers nationally and at each of the ISME World Conferences in South Africa, 1998, Canada 2000, Norway 2002, Tenerife 2004 and Malaysia in 2006. Regina was one of the key personnel in the development of the revised primary school music curriculum in Ireland and in the implementation programme that followed. Curriculum and assessment in music education continue to inspire her research interests, together with a broader focus on professional development of teachers, and issues of gender and access in the arts. Regina is co-editor of the Assessment and Evaluation section in the International Handbook of Research in Arts Education (Springer, 2007). She is a member of the editorial boards of Advances in Music Education Research (Information Age Publishers, 2008) and the British Journal of Music Education.
Franz Neirmann (Austria)
My membership of the ISME board will tie in with previous forms of fruitful cooperation with ISME, e.g. the EAS Conferences in Vienna (2003), Prague (2005), Würzburg (2006), the EAS contributions to the ISME conference in Kuala Lumpur (2006) and the jointly organised Congress in Sweden (2007) as the 1st ISME European Regional Conference. It is my concern to strengthen the cooperation between ISME and colleagues from all over Europe and their music education associations. It is my concern to strengthen the presence of ISME in Europe in order to promote advocacy for music education from a global perspective. I aim to promote and support the idea of ISME Regional Conferences in different areas of the world. It is my concern to develop the quality of music education conferences as forums for discussion and communication, and for sharing experiences and ideas.
Curriculum Vitae: 1974 Graduate – University & Music Academy of Berlin: Music education, history, educational science. 1974 – 1988 Professional background: Secondary school teacher (Berlin-Wedding), academic assistant (Berlin Academy of Arts),1987 Berlin – doctorate (theory of super learning and music education: ‘Rock music and teaching. A way for music in everyday life’). Since 1988: University professor, Music Education - University for Music and Performing Arts Vienna. Founder/Director of Institute for Music Education. Further education for teachers. Publications concerning fundamental questions on education, lifelong learning, music didactics in areas of classical and rock music. Organizations: Verband deutscher Schulmusiker (VdS), Arbeitskreis für Schulmusik (AfS), Arbeitsgemeinschaft der Musikerzieher Österreichs (AGMÖ), Arbeitskreis für musikpädagogische Forschung (AMPF), Musikpädagogische Forschung in Österreich (MFÖ). Involvement in EU projects like ‘EFMET’ and ‘accompagnato’. Since 1997 – Board member of ‘European Association for Music in Schools’ (EAS), President 2005 – 2009; legal representative/coordinator of ‘music education Network’ (meNet).
Jusamara Souza (Brazil)
 Jusamara Souza carried out her PhD in Music Education at the Universität Bremen, Germany. She is a Professor of Music Education in the Institute of Arts at the Universidade Federal do Rio Grande do Sul (UFRGS), working at the undergraduate and graduate level, supervising MA and PhDs students. Her research interests include the areas such as, formal and informal music education, mass media and music education. Jusamara's publications include books, book chapters, and journal articles published in Brazil, Portugal, Argentina. Her work has been published in Journals in Brazil, Argentina and Spain. She was President of ABEM -Brazilian Society for Music Education - (2001-2003 and 2003-2005) and Editor of the Revista Em Pauta. (2000-2007). Since 2002 she is Director of the Editora da Universidade Federal do Rio Grande do Sul – Porto Alegre – RS.
During my time as president of the Brazilian Association of Music Education (ABEM), from 2001 to 2005, I learned much about public policy and proposing projects encompassing groups of music teachers. During the many annual and regional meetings I organized, I came into contact with music teachers who gave accounts of their teaching practice, the problems they faced in their day-to-day lives, their difficulties in finding specialized literature, their research interests and their demands for an association. This experience also taught me much about the management of scientific associations and how to propose significant interventions in the area of music education with concrete actions. Moreover, I was able to refine my political perceptions in order to redefine our role within a broader social and cultural movement.
Secretary General: Judy Thönell (South Africa/Sweden/Australia) Judy Thönell did her basic music teacher training at the University of Cape Town, College of Music (South Africa), graduating in 1969. In 1990 she completed a Masters degree in Music Education at Musikhögskolan (University of Stockholm) Sweden under Lennart Reimers.
After two years teaching in South Africa, she taught in Zimbabwe for three years, followed by fifteen years music teaching in Sweden, during which time she taught in classes and as a studio/instrumental teacher, on piano, recorder, violin, as well as working with choirs and ensembles and early childhood music education (music and movement).
For nine years Judy Thönell worked in a voluntary capacity at the Callaway International Resource Centre for Music Education (CIRCME), School of Music, the University of Western Australia, and served as Executive Officer from 1992 to 1999. She worked closely with Sir Frank Callaway during this time, extending her skills from music teaching to administration, publishing, accounting, marketing, research, archives, librarianship, event organization and occasionally student supervisions in schools.JudyThönell has been an active member of the Music Teachers Associations in South Africa, Sweden and Australia as well as the European Piano Teachers Association (EPTA), Australian Society for Music Education (ASME) the Musicological Society of Australia (MSA) and the International Association for Jazz Educators (IAJE).
In 1990 and 1996 Judy Thönell attended the ISME Research Commission (Sweden and Italy respectively). July 1996 Judy Thönell was appointed to the ISME Commission for Music in Schools and Teacher Education (MISTEC) and was co-chair with Patricia Shand from 2000-2002, organizing the Commission Seminar in Malmö, Sweden in 2002. She servedon the nominating committee for the ISME Board in 1998. She attended her first ISME Conference in 1990 and has only missed one ISME Conference (1992) since then.She is currently Secretary General of the ISME International Office, and oversees the administration of the ISME International Office. Besides her work with ISME, she is Honorary Secretary of the local music club Royal Schools Music Club and is the Representative for Western Australia, and co-ordinator for Australia, of the Associated Board of the Royal Schools of Music an international external music examinations body. |
