Constance McKoy

Connie McKoy is Marion Stedman Covington Distinguished Professor and Director of Undergraduate Studies in the UNCG School of Music, where she teaches undergraduate and graduate music education courses. She holds a BM in Music Education from the Oberlin Conservatory of Music and MM and PhD degrees from UNCG. She has 19 years of public-school teaching experience as a general music teacher, choral director, and band assistant. Her research, which has been presented nationally and internationally, has focused on music teachers’ cross-cultural competence, and culturally responsive pedagogy in music. Her work has been published in The Journal of Research in Music Education, The Bulletin of the Council for Research in Music Education, Update: Applications of Research in Music Education, Music Education Research, The Journal of Music Teacher Education, and the International Journal of Music Education. She has served previously on the editorial review committees of the NAfME publications The Music Educators Journal and Update: Applications of Research in Music Education and currently, Qualitative Research in Music Education. In 2017 and 2019, she was an invited participated in the Yale Symposium on Music in Schools and contributed to the 2017 document, The Declaration on Equity in Music for City Students. Dr. McKoy is co-author of Culturally Responsive Teaching in Music Education: From Understanding to Application, published by Routledge. She is an active clinician for state, regional, and national music education organizations, is certified in Level III of Orff Schulwerk pedagogy and has taught recorder for Levels I-III. She is a past president of the North Carolina Music Educators Association, and past chair of the Society for Music Teacher Education, an affiliated society of the National Association for Music Education.

There are 17 included publications by Constance McKoy :

TitleDateViewsBrief Description
Challenging exclusionary paradigms in the traditional musical canon: Implications for music education. 2011 1499 The authors propose that best practices in music education require a conceptual understanding of music teaching and learning based on a perspective of social justice and equitable access for all students. Examinations of the relationship between the ...
Considering the Nature of Change 2018 1369 Music education scholar and researcher Peter Webster (2017) offers a scenario in which a doctor, an engineer, and a music educator living in the year 1917 enter a time machine and are transported to their workplaces 100 years into the future. The doc...
Cross-cultural competence of student teachers in music education. 2009 5047 The purpose of this study was to investigate the cross cultural competence of music education 177alOYS enrolled in student teaching. Study participants (N 86) from 19 colleges and universities in the Southeastern United States completed a survey desi...
The Effect of Teacher Role-Development Training on the Teaching Effectiveness, Motivation, and Confidence of Undergraduate Music Education Majors: A Preliminary Study 2010 1510 The purpose of this study was to examine effects of teacher role development training on undergraduate music education majors’ teaching effectiveness, attributions for success and failure in music teaching, and confidence to continue pursuing a music...
Effects of selected demographic variables on music student teachers’ self-reported cross-cultural competence. 2013 3174 The purpose of this study was to investigate the effects of race/ethnicity and school community setting for early field experience practica and student teaching on music student teachers’ self-reported cross-cultural competence. Participants (N = 337...
Elephant in the Music Room: A Content Analysis of Ten Years of Publications Related to Urban Music Education 2020 437 As suggested by the metaphor of the elephant in the (music) room, our field cannot challenge a problem that we do not acknowledge. The 10th anniversary of Teaching Music in the Urban Classroom provided a milestone for appraising the written conversat...
Equity and access in music education: Conceptualizing culture as barriers to and supports for music learning. 2007 4285 A conceptual model designed specifically for the investigation of issues surrounding race, ethnicity and culture in relation to music learning will best serve our profession as we attempt to understand how these issues may impact music learning among...
An exploration of the relationships between cultural background and music preference in a diverse elementary orchestra class. 2012 1581 The purpose of this research was to investigate the music performing and learning mode preferences of fourth- and fifth-grade elementary students who were enrolled in an elective orchestra class in a culturally diverse elementary school. We were i...
Imagining Possible Futures 2017 1103 A year ago, near this time, an unexpected and unfortunate series of events forced our professional organization to recognize the dangers of pretending that marginalized perspectives and issues of equity and access don’t have a place in the discussion...
The Impact of an In-Service Workshop on Cooperating Teachers’ Perceptions of Culturally Responsive Teaching 2016 2458 Culturally responsive teaching values students’ identities, backgrounds, and cultural references as key tools for building meaningful learning environments. It has been adopted by many educators globally, but has not been incorporated consistently by...
Of Patterns and Profiles 2017 336 Prior to writing my first column as Chair of the Society for Music Teacher Education (SMTE), I decided to take some time to review all the “From the Chair” columns written by the chairs preceding me. I’m certainly not the first to do so. Previous cha...
On the 50th Anniversary of the Tanglewood Symposium 2017 1435 In my previous column, I endeavored to talk about the future by looking to the past to chronicle the many efforts that had been made to move music education and music teacher education forward. I mentioned the 1967 Tanglewood Symposium as a touchston...
The Place Where Theory and Practice Can Meet 2018 1269 Recently, the National Association for Music Education (NAfME) National Executive Board (NEB) announced that beginning with the 2020 NAfME National Conference, the meetings of P–12 music education practitioners and members of the higher education com...
Pre-Service Music Teachers’ Cross-Cultural Awareness, Exposures, and Attitudes: A Preliminary Study 2006 1330 Research indicates pre-service teachers’ racial and cultural backgrounds and experiences influence their awareness of how cultural differences may impact student learning, and influence their commitment to teaching in racially and ethnically diverse ...
Race, ethnicity, and culturally relevant pedagogy 2019 1242 Over the last 20 years, researchers have clearly indicated preservice teachers' own racial and cultural backgrounds and experiences influence their development (Bradfield-Kreider, 2001; Gay & Howard, 2000; Kelly, 2003; Villegas & Lucas, 2002). Teache...
A review of research on instructional approach and world music preference. 2003 2734 Helping students to understand and appreciate music of the world's cultures is an important long-term goal in music education, a position supported in documents dating from the Tanglewood Declaration (Choate, 1968) to the National Standards for Arts ...
World Musics and Music Education: Facing the Issues.(Book Review). 2004 3714 The mandate to broaden music curricula at all levels by including music of diverse cultures has generated a host of complex philosophical questions and concerns among scholars and practitioners regarding effective curricular development and appropria...