Choral Music Education
History of Music Education
Philosophy of Music Education
Music and Media
Dr. Scott Goble is Associate Professor and Chair of Music Education at the University of British Columbia. Prior to his appointment at UBC in July 2000, he held faculty positions in music performance and music education at San Francisco State University, Boston University, and Haverford and Bryn Mawr Colleges. He completed the Ph.D. in Music: Music Education at the University of Michigan in 1999, having previously earned a M.M. in Conducting at the University of Washington (1985) and a B.A. magna cum laude in Music Education at Seattle Pacific University (1979). He began his career as a choral and instrumental music teacher in public schools near Seattle, Washington.
Dr. Goble has authored journal articles and book chapters on music education philosophy and history, music cognition and semiotics, and music and media issues. He served as event coordinator for the MayDay Group of critical theorists in music education (2002-2008) (see http://www.maydaygroup.org/), and he is presently Co-Chair of the International Society for Music Education (ISME) Commission on Policy: Culture, Education, and Media (2006-2012) (see http://www.isme.org/).
At UBC, Dr. Goble teaches undergraduate courses in Choral Pedagogy, Curriculum and Instruction in Music in Secondary Schools, and Conducting and Rehearsal Techniques. On the graduate level, he teaches Theory and Principles of Music Education (History and Philosophy), Advanced Conducting and Rehearsal Techniques, Introduction to Research Methodologies, and special topics courses in his fields of research specialization. He also supervises work of M.Ed., M.A., and Ph.D. students.
In addition to his research and teaching, Scott Goble is a conductor of choirs and orchestras, performing in educational, professional, church, and community contexts throughout North America, and he often serves as a guest conductor and clinician. Choral ensembles under his leadership have won regional, national, and international awards.
J. Scott Goble, What’s So Important About Music Education? New York and London: Routledge, 2010.
J. Scott Goble, “Pragmatism, Music’s Import, and Music Teachers as Change Agents.” In Music Education for Changing Times: Guiding Visions for Practice, ed. Thomas Regelski and J. Terry Gates, 73-82. Dordrecht, The Netherlands: Springer, 2009.
J. Scott Goble, “Music Education Curriculum, New Media Policies, and the Next Generation: A Philosophical Opportunity.” In Music Education Policy and Implementation: International Perspectives, ed. C. C. Leung, L. C. Yip, & T. Imada, 63-71. Aomori, Japan: Hirosaki University Press, 2008.
J. Scott Goble, “Cultural Iconicities and Indexicalities: Parallel Patterns of Cognition in ‘Music’ and ‘Visual Arts.” In Music and the Arts: Acta Semiotica Fennica 23, ed. Eero Tarasti, 401-410. Imatra, Finland: International Semiotics Institute, 2006.
Marie McCarthy and J. Scott Goble, “The Praxial Philosophy in Historical Perspective.” In Praxial Music Education: Reflections and Dialogues, ed. David Elliott, 19-51. New York, Oxford University Press, 2005.
J. Scott Goble, “Government Regulations concerning Broadcast Content in Various World Nations: Current Status, Recent Changes, and Implications for Music Education.” In Media and Music Education between Cultures: Proceedings of the International Society for Music Education (ISME) Commission on Music in Cultural, Educational and Mass Media Policies, August 8, 2002. Edited by David Forrest and Sara Sintonen. Parkville, Victoria, Australia: International Society for Music Education in conjunction with the Sibelius Academy, Helsinki, and the Australian Society for Music Education, 2003.
J. Scott Goble, “Nationalism in United States Music Education during World War II.” Journal of Historical Research in Music Education 30 (April 2009): 103-117.
J. Scott Goble, “ISME’s Policy Commission: Addressing Issues of Culture, Education, and Media.” Canadian Music Educator 50 (Summer 2009): 20-21.
J. Scott Goble, “‘Local’ musics in Canadian and United States Music Education: Current Curricular Limitations and Future Possibilities.” Journal of Artistic and Creative Education 3 (December 2008): 75-89.
Susan Gerofsky and J. Scott Goble, “A conversation on embodiment at the heart of abstraction in mathematics education and music education.” Journal of the Canadian Association for Curriculum Studies (October 2007): 49-68.
J. Scott Goble, “On Musical and Educational Habit-Taking: Pragmatism, Sociology, and Music Education.” Action, Criticism, and Theory for Music Education 4 (March 2005).
Peter Gouzouasis and J. Scott Goble, “Contemporary Perspectives on Music, Mass Media, and Culture.” Canadian Music Educator 45 (Winter 2003): 39-40.
J. Scott Goble, “Perspectives on Practice: A Pragmatic Comparison of the Praxial Philosophies of David Elliott and Thomas Regelski.” Philosophy of Music Education Review 11 (Spring 2003): 23-44.
J. Scott Goble, “Establishing Educational and Cultural Policy Concerning Music in Light of Mass Media Globalization: A Pragmatic Perspective.” Proceedings of the International Society for Music Education (ISME) Commission on Music in Cultural, Educational and Mass Media Policies, July 12, 2000. Music and Society, Special Publication. (Edwardsville: Illinois: Southern Illinois University at Edwardsville, June 15, 2002).
Marie McCarthy and J. Scott Goble, “Music Education Philosophy: Changing Times.” Music Educators Journal 89 (September 2002): 19-26.
J. Scott Goble, “The MENC Presidency of Allen P. Britton in Historical Perspective.” Journal of Historical Research in Music Education 22 (April 2001): 120-129.