Aimee Pearsall-Kramer
Aimee D. Pearsall-Kramer (Ph.D.) is a passionate advocate for culturally responsive, student-centered, and equitable teaching practices. Her research interests center on informal music-making in general music and ensemble settings, adolescent songwriting, and social and emotional learning in music classrooms. She has published on these topics in the Engaging Musical Practices book series and Q & A for MLT: Choral Music Perspectives on Music Learning Theory. She also presents her research regularly at regional, national, and international music education conferences.
Dr. Pearsall-Kramer is an Assistant Professor of Music Education at the University of Delaware, where she serves as the program coordinator of music education. There, she teaches a collegiate choral ensemble, as well as undergraduate and graduate courses in music education pedagogy, elementary and middle school general music, music education research, and musicianship for teaching. Before teaching at the collegiate level, Dr. Pearsall-Kramer taught elementary and middle school general music, choral, and orchestral settings. She currently serves as the immediate past president of the Mid-Atlantic Chapter of the Gordon Institute for Music Learning.
An active general music and choral music educator and clinician, Dr. Pearsall-Kramer regularly leads professional development workshops for PK-12 music teachers related to informal teaching and learning, social and emotional learning, musical creativity, and sequential music learning through the lens of Music Learning Theory. She also enjoys leading choral workshops, conducting choral festivals, and serving as an elementary, middle school, and high school choral adjudicator.
Dr. Pearsall-Kramer is grateful for her student collaborators and preservice music teachers who inspire her each day to keep learning and growing as a teacher-musician.
Find Aimee:
eBooks by Aimee Pearsall-Kramer
Posts by Aimee Pearsall-Kramer
Music By the People, For the People of Palestine
Established in 1993, the Edward Said National Conservatory of [...]
Research to Practice: Standards-Based Instruction
Consider what we are intentionally or unintentionally saying we value based on what we cover with our students throughout their time in our classrooms. And, just like that, a conversation about standards-based instruction has entered the chat.
Affirmation and Celebration: the F-flat Grammy Nominees
The Grammys have long been associated with all the [...]
Research to Practice: Self-Care is More Than Finding Your “Why”
I was speaking with a student teacher about experiencing burnout symptoms and why finding their preferred self-care practices is important. In our discussion, I had mentioned that the most commonly stated piece of advice (whether given as real advice or delivered with an eye roll) is to remember your “why.” Our discussion was helpful, but I realized that the field of teaching can be just as rewarding as it is prickly.
Let’s Play! Supporting the Creative Process in Music Class
Change and Growth I'm back. It has been a while. [...]
Three Ways to Build Connection with Students During the First Month of School
What do you do during the first month of [...]