Every paper (individual and roundtable), poster and symposium presentation must be submitted to a Review Panel. The panels are as follows:
Review Panel 1: Leadership in Music Education
Focusing on the presentation of issues related to leadership in music education; examples of innovative or successful models of leadership organisation; implementation of programmes in music education focusing on the development and practice of leadership.
Review Panel 2: Curriculum Studies and Pedagogies
Multidisciplinary and multi-arts considerations for music curricula and pedagogies; teaching practices that focus on capacity development; considerations for special needs learners; emerging strategies for teaching indigenous music, the recognition of traditions and decolonising the music curriculum; complicated conversations and research shaping innovative music curricula and pedagogies.
Review Panel 3: Community Music and Music and Leisure
Approaches, priorities and issues impacting all aspects of community music including musical needs, interests, traditions and capacities in leisure and non-formal contexts.
Review Panel 4: Research Methodologies
Issues that address the study, design, development and evaluation of a diverse range of methodologies and types of evidence in music education research; current debates related to epistemological, ontological and ethical questions underlying research methodologies in music education.
Review Panel 5: Musical Development and Learning Across the Life Course
Musical development processes for children, adolescents, and adults, including the role that social and cultural processes and contexts play in life-span development; in learning contexts across the life course; learning theories and related issues concerning cognitive, affective, motivational, behavioural, social and cultural influences on learning.
Review Panel 6: Historical, Social, and Cultural Music Education Contexts
History and historiography of music education; social, cultural and intercultural education through music; indigenous knowledge systems and what they tell us about music education; the music teacher as a cultural activist; music education environments; role of interdisciplinary, situated, collaborative, interactive, informal and nonformal contexts on music teaching and learning.
Review Panel 7: Evaluation and Assessment in Schools
Identifying educational interventions that improve music instructional and learning outcomes; evaluating reforms, programmes, professional development, assessment systems, and/or policy implementation; classroom assessment practices, innovative methods and approaches to evaluation and/or assessment; issues related to culture-relevant and sensitive evaluation and/or assessment in music classrooms and school contexts.
Review Panel 8: Education in Music Professions
Issues and opportunities in relation to the music professions: conservatoire, vocational and professional contexts for education, training and professional development; integration of technology; innovation, reform, professional development and/or instructional approaches to professional music education; musician/educator mentoring; professional identity and social responsibility; expertise development; interprofessional and interdisciplinary collaboration; equality, diversity and/or social, cultural and economic issues that link professional music education with professional practice.
Review Panel 9: Music Teacher Education and Professional Development
Issues and innovations related to music teacher education within all levels of school or community settings; teacher preparation and professional development; culture-informed in knowledge areas and roles for pre-service teachers and teachers in their sites of practice, recognition of context including working with vulnerable and underserved populations; reflective practice and inquiry-based approaches to music teacher education.
Review Panel 10: Music Education Policy and Social Justice Education
Multidisciplinary approaches to wide-ranging issues addressing formal, informal and nonformal music education that explore policy and/or politics/social justice implications; sustainable development in the arts; educational policy related to music internationally; social justice in music education; activism and music education in policy and practice; relationships and tensions among political actors and organisations/institutions involved in implementation and decision making in music education contexts; public opinion and policy-making processes in music education; policies and practices influencing equity, access and opportunity.
Review Panel 11: Early Childhood Music Education
Opportunity and inclusion in early childhood music education; musically nurturing young children; developmental characteristics of early childhood music making; teaching and learning in early childhood music education.
Review Panel 12: Music in Therapeutic and Special Education Contexts
Focusing on issues, opportunities and developments related to special music education and music therapy practice, theory and research; contemporary pedagogical practices and curricula for people with special needs; therapeutic interventions and applications within diverse settings within and beyond special education; sociocultural and interdisciplinary perspectives (including medical ethnomusicology, and psychology of music) on music practices for promoting people’s health and wellbeing.
Review Panel 13: Musicians’ Health and Wellbeing
Presentations that provide opportunities, raise issues or discuss current research that supports physical and psychological health of musicians; develop and disseminate the tools for healthy music skills, to enable musicians to maintain a lifetime of joyful music making in all contexts.
Review Panel 14: Popular Music and Jazz in Education
Wide-ranging considerations for popular music and jazz curricula and pedagogies; teaching practices that focus on capacity development, the diversity of content and context; considerations for special needs learners; research shaping innovative popular music and jazz curricula, teaching, learning and assessment practices.
Review Panel 15: Music, Media and Technology
A focus on issues related to music, media and technology; music technology in teaching and learning contexts; digitisation in arts/music education; social media and music education, multimodal practices in music teaching and learning.
Review Panel 16: Cross Curricular and Integrated Music Practices
Embedding and blending music in the teaching of other subjects; music-infused curricula, pedagogies, and practices; music and multi-arts/multimodal/multiliteracy practices; issues related to integrated arts and music teaching and learning in diverse contexts.
Review Panel 17: Decolonising and Indigenising Music Education
Contributions to the advancement of the discourse concerning the decolonisation and indigenisation in music education by stimulating discussion about theoretical, philosophical, methodological, policy and applied issues: demonstrating the connection between theory and applied practice in decolonising and indigenising music education.
Review Panel 18: Performance