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Martina Vasil2019-09-16T13:48:54+00:00

Martina Vasil

Author, Dr. Martina Vasil

Martina Vasil is Assistant Professor of Music Education and the Director of the Music Education Summer Institute at the University of Kentucky, which includes education in Modern Band, Orff Schulwerk, and Dalcroze Eurhythmics. She teaches undergraduate courses in general music methods and graduate courses in music education research and popular music education. She also supervises student teachers and cooperates with the College of Education to admit music education candidates into the Teacher Education Program. Prior to her appointment at UK, Dr. Vasil taught K–8 general music and 4–8 instrumental music (band and strings) in Pennsylvania, working in parochial and public charter schools in rural, suburban, and urban areas. She currently teaches preK–6 music at Lexington Montessori School.

Dr. Vasil is Vice President of the Association for Popular Music Education and serves on the editorial board of The Orff Echo, the national journal of the American Orff-Schulwerk Association (AOSA). She is President of the Kentucky Orff-Schulwerk Chapter and is a Planning Committee Member for the Mountain Lake Colloquium for Teachers of General Music Methods. She is the faculty advisor for the University of Kentucky SAI Chapter and the Kentucky Eurhythmics Society.

Dr. Vasil recently published a book chapter on Orff Schulwerk and popular music education in the Bloomsbury Handbook of Popular Music Education (2019) and has publications in the International Journal of Music Education, the Journal of Music Teacher Education, Update: Applications of Research in Music Education, the Missouri Journal of Research in Music Education, the Orff Echo, and the Bluegrass Music News. She has presented her research internationally, nationally, and regionally and is a frequent presenter for Orff chapters across the nation.

Dr. Vasil’s primary research interests center on popular music education, Orff Schulwerk, and music teacher education. For her dissertation, she examined how teachers integrated both popular music and informal music learning practices into their secondary music classes to enact change in music education.

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