Home


Past CEPROM commissioners (2010-2012) PDF Print E-mail

All information provided in this page was accurate during the time of service 2010-2012. Please note that commissioners' biographical notes will have changed since.

*commission Chair. All following commissioners are presented in alphabetical order.

Janis Weller*

United States of America

Janis Weller

chairs the Liberal Arts Division at McNally Smith College of Music in St. Paul, Minnesota, where she also teaches career studies and woodwinds. She has developed and taught innovative courses in career development and music business at the University of Minnesota, Augsburg College, and the University of St. Thomas; and flute at the University of Wisconsin-River Falls and MacPhail Center for Music, where she is a former dean of individual and group instruction. She is a frequent presenter internationally and nationally, including the International Society for Music Education, College Music Society, Suzuki Association of the Americas, Minnesota Music Educators Association, National Careers Conference, Minnesota Career Development Association, and National Flute Association. Her research interests focus on artist transitions, particularly from high school into college and from college into professional life, performance wellness, and new technologies. As a flautist, Janis has premiered over 100 new works and been part of over 30 commissions.

Rosie Burt-Perkins

United Kingdom

Rosie Burt-Perkins

Rosie Burt-Perkins is a Research Associate in the Centre for Performance Science at the Royal College of Music London. Rosie works widely across music education and psychology, with particular interest in enhancing the learning experiences and wellbeing of conservatoire students. A regular contributor to international conferences, Rosie has published in the areas of musicians’ identity, the transition from school to conservatoire, and the learning cultures of conservatoires. As well as her role since 2006 as a CEPROM commissioner, Rosie is a member of the Research Group of the 'Lifelong Learning in Music and the Arts' lectorate in The Netherlands. Awarded a Masters in Psychology of Music from the University of Sheffield in 2003, Rosie is currently completing her doctoral thesis at the Faculty of Education University of Cambridge. She is a clarinetist and, more recently, a novice dancer.

Glen Carruthers

Canada

Glen Carruthers

Glen Carruthers is Dean of the Faculty of Music at Wilfrid Laurier University (Waterloo, Ontario, Canada). He was Dean of Music of the School of Music at Brandon University (Brandon, Manitoba, Canada) from 1998 to 2008 and prior to that he was founding Chair of the Department of Music at Lakehead University (Thunder Bay, Ontario, Canada). Carruthers’ dual interests in music education and musicology are reflected in publications in both disciplines, in such journals as The Musical Times, Canadian Music Educator, Canadian University Music Review, International Journal of Music Education, Journal of Musicology and The Music Review. He has presented conference papers and guest lectures across Canada and the United States, and in France, Great Britain, Ireland, Sweden, the Netherlands, Australia, Malaysia, Vietnam, China, Serbia, Italy and Spain. Carruthers is past-president of the Canadian University Music Society and has served on the boards many regional and national arts organizations.

Eddy Chong

Singapore

Eddy Chong

Eddy Chong is an assistant professor at the National Institute of Education, Nanyang Technological University (Singapore). He teaches primarily music theory and analysis at the diploma, undergraduate and postgraduate levels. He is also involved in teacher education at the secondary level and has served as consultants to both schools as well as the Singapore Ministry of Education. As a music theorist cum music educator, his research interests in the past few years have ranged from music-analytical studies to pedagogical issues, including the use of Web 2.0 tools for music teaching. These researches have been presented at international conferences and published in book chapters and journals. As a performing musician, Eddy is a piano accompanist, church organist and choir conductor. He serves as a commissioner of CEPROM from 2008.

Kaija Huhtanen

Finland

Kaija Huhtanen

Kaija Huhtanen works as a principal lecturer on music pedagogy in Lahti University of Applied Sciences, Faculty of Music. She studied piano in Sibelius Academy, Helsinki, and gained piano diploma in 1982. Her debut concert took place in Helsinki in 1983. She continued her performing in Finland and worked as a piano teacher in Sibelius Academy and Turku Conservatory. Her post-graduate piano performance studies took place in London 1988-1989 with Carola Grindea and Gordon Fergus-Thompson. After working several years as a piano teacher, Huhtanen returned to Sibelius Academy to work as a researcher and completed her Ph.D. in 2004. She publishes regularly articles and participates in national and international conferences. Her main research interest is focused on musician’s professional education, especially on identity formation. Huhtanen has been a CEPROM commissioner from 2008.

Don Lebler

Australia

Don Lebler

Don Lebler is Deputy Director, Learning and Teaching at the Queensland Conservatorium Griffith University. He is a senior lecturer in popular and contemporary music and convened the Bachelor of Popular Music Program 2002–2008. His background is as a drum kit player and rhythmic percussionist in a variety of contexts and as a studio musician and programmer on television, film, advertising and recording projects for commercial release. Recent research has focused on the ways popular musicians learn and the impact of structured reflective practice on this learning, including self- and peer-assessment, learning through recording, the relationship between know-how and knowledge and informal learning in formal learning environments. He has written book chapters and journal articles and given lectures, papers and presentations on this work internationally. Current research includes exploration of the prior learning of music students across a range of higher education cohorts and how this might inform pedagogy.

 
<< Start < Prev 1 2 3 4 5 6 Next > End >>

Page 2 of 6