Constance McKoy

Connie McKoy is Professor of Music and Director of Undergraduate Studies in the UNCG School of Music. She received her Bachelor of Music degree from the Oberlin Conservatory of Music. For 18 years, she taught general, choral, and instrumental music to students in grades K-12 in public and private schools in North Carolina and served as Lead Teacher for Elementary Music in the Winston-Salem/Forsyth County school system. She earned her master's and Ph.D. degrees from UNCG and was Visiting Assistant Professor of Music at the University of Southern Mississippi where she taught choral and secondary general music methods and directed the Concert Choir. Dr. McKoy has published articles in several professional journals, including the Journal of Research in Music Education, Bulletin of the Council for Research in Music Education, Music Education Research, The International Journal of Music Education, and The Journal of Music Teacher Education. Her journal editorial committee service includes Update: Applications of Research in Music Education and The Music Educators Journal, and she has served on the advisory committee for Teaching Music, all publications of the National Association for Music Education. Dr. McKoy also has presented at research sessions for national and international conferences, has served as choral clinician and conductor for elementary, middle, and high school all county choruses, has presented clinics for pre-service and in-service music teachers, and is a recorder instructor for Orff Schulwerk pedagogy levels. From 2005 to 2007 she was president of the North Carolina Music Educators Association. Dr. McKoy's research interests include the development of cultural competence in pre- and in-service music teachers and culturally responsive music teaching practices. She has co-authored the book, Culturally Responsive Teaching in Music Education: From Understanding to Application (2016, Routledge).

There are 15 included publications by Constance McKoy :

TitleDateViewsBrief Description
Challenging exclusionary paradigms in the traditional musical canon: Implications for music education. 2011 716 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 16 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 2659 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 906 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 1320 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...
Equity and access in music education: Conceptualizing culture as barriers to and supports for music learning. 2007 1555 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 700 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 17 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 22 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 10 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 22 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 21 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 712 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 ...
A review of research on instructional approach and world music preference. 2003 1075 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 2660 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...