Please feel free to contact me for a copy of any of the articles or chapters listed here.
Articles
Bylica, K., & Bernard, C. (2025). Everyday social change: The importance of daily actions in the choral setting. Choral
Journal, 65(4), 33-38.
Bylica, K., & Forrester, S. (2025). Enacting presence: Exploring novice music educators’ understandings of relationships.
Music Education Research.
Bylica, K., & Bernard, C. (2024). Singing social change: An investigation of two U.S. children’s choruses. Bulletin of the
Council for Research in Music Education, (240), 7-24.
Bylica, K., & Bauman-Field, B. (2024). What and How? Or Why and For Whom? AContent Analysis of Middle School General
Music Literature. International Journal of Music Education, 1-14.
Bylica, K., Hawley, D., & Lewis, S. (2024). Walking on eggshells: Music educator perceptions of agency in times of
surveillance and divisive concept laws. Arts Education Policy Review, 126(3).
Bylica, K., & Bertotti-Metoyer, F. (2024). Inclusivity and Reflection in Choral Music Education. Anacrusis: The Canadian
Choral Journal, 42(1), 12-19.
Bylica, K., & Dillon, J. E. (2024). Problematizing Prescriptive Methods in Popular Music Education: Neo-liberalism, care, and
Little Kids Rock/Music Will. Journal of Popular Music Education.
Harkopf, I., & Bylica, K. (2023). Critical Pedagogy in School Music Programs: Examining the Connections and Disconnections Between Teacher Preparation and Active Teaching. Visions of Research in Music Education, 44(2), 1-20.
Bylica, K., & Rathgeber, J. (2023). Fostering meaningful feedback through the critical response process. Music Educators Journal, 109(4), 51-57.
Bylica, K. (2023). Preservice Teachers and Policy Actors: Developing Policy Consciousness in a Student-Led Arts Partnership Program. Journal of Music Teacher Education, 32(3), 1-16.
Bylica, K. (2022). ‘You can only choose from the things you know’: Engaging with “dark” and “politicized” funds of
knowledge in the music classroom. Education and Urban Society, 1-24.
Bylica, K., & Bauman, B. (2022). Teaching in times of crisis: Pedagogical creativity and music education. Bulletin of the
Council for Research in Music Education, (231), 7-24.
Benjamins, L., Roland, S. L., & Bylica, K. (2021). The complexities of meaningful experiential learning: Exploring reflective
practice in music performance studies. International Journal of Music Education, 1-14.
Bylica, K. & Schmidt, P. (2021). Crossing Borders and Taking Risks: Supporting the Music Teacher as Policy Practitioner.
Arts Education Policy Review, 1-13.
Bylica, K., & Kuepfer, M. (2021). Mentoring in Community-based Fieldwork: Drawing from Experience. Canadian Music
Educator, 62(4), 20-26.
Bylica, K., Roland, S. L. & Benjamins, L. (2021). Brokering Reflective Spaces: Experiential learning in a summer opera
program. Arts & Humanities in Higher Education, 20(4), 426-447.
Butler, A., Bylica, K., & Wright R. (2020). Informal learning of popular music: Gender monoglossia and heteroglossia.
British Journal of Music Education, 38(1), 43-57.
Bylica, K. (2020). Hearing my world: Negotiating borders, porosity, and relationality through cultural production in middle
school music classes. Music Education Research, 22(3).
Bylica, K., Butler, A., & Wright, R. (2019). Transgressive or just unexpected? Heteroglossic gender performance & informal
popular music learning. Journal of Popular Music Education, 3(3), 379-398.
Bylica, K. (2017). Critical pedagogy for the music educator: Preparing future teachers. TIPS: Teaching Innovation Project Journal, 7(1).
Journal, 65(4), 33-38.
Bylica, K., & Forrester, S. (2025). Enacting presence: Exploring novice music educators’ understandings of relationships.
Music Education Research.
Bylica, K., & Bernard, C. (2024). Singing social change: An investigation of two U.S. children’s choruses. Bulletin of the
Council for Research in Music Education, (240), 7-24.
Bylica, K., & Bauman-Field, B. (2024). What and How? Or Why and For Whom? AContent Analysis of Middle School General
Music Literature. International Journal of Music Education, 1-14.
Bylica, K., Hawley, D., & Lewis, S. (2024). Walking on eggshells: Music educator perceptions of agency in times of
surveillance and divisive concept laws. Arts Education Policy Review, 126(3).
Bylica, K., & Bertotti-Metoyer, F. (2024). Inclusivity and Reflection in Choral Music Education. Anacrusis: The Canadian
Choral Journal, 42(1), 12-19.
Bylica, K., & Dillon, J. E. (2024). Problematizing Prescriptive Methods in Popular Music Education: Neo-liberalism, care, and
Little Kids Rock/Music Will. Journal of Popular Music Education.
Harkopf, I., & Bylica, K. (2023). Critical Pedagogy in School Music Programs: Examining the Connections and Disconnections Between Teacher Preparation and Active Teaching. Visions of Research in Music Education, 44(2), 1-20.
Bylica, K., & Rathgeber, J. (2023). Fostering meaningful feedback through the critical response process. Music Educators Journal, 109(4), 51-57.
Bylica, K. (2023). Preservice Teachers and Policy Actors: Developing Policy Consciousness in a Student-Led Arts Partnership Program. Journal of Music Teacher Education, 32(3), 1-16.
Bylica, K. (2022). ‘You can only choose from the things you know’: Engaging with “dark” and “politicized” funds of
knowledge in the music classroom. Education and Urban Society, 1-24.
Bylica, K., & Bauman, B. (2022). Teaching in times of crisis: Pedagogical creativity and music education. Bulletin of the
Council for Research in Music Education, (231), 7-24.
Benjamins, L., Roland, S. L., & Bylica, K. (2021). The complexities of meaningful experiential learning: Exploring reflective
practice in music performance studies. International Journal of Music Education, 1-14.
Bylica, K. & Schmidt, P. (2021). Crossing Borders and Taking Risks: Supporting the Music Teacher as Policy Practitioner.
Arts Education Policy Review, 1-13.
Bylica, K., & Kuepfer, M. (2021). Mentoring in Community-based Fieldwork: Drawing from Experience. Canadian Music
Educator, 62(4), 20-26.
Bylica, K., Roland, S. L. & Benjamins, L. (2021). Brokering Reflective Spaces: Experiential learning in a summer opera
program. Arts & Humanities in Higher Education, 20(4), 426-447.
Butler, A., Bylica, K., & Wright R. (2020). Informal learning of popular music: Gender monoglossia and heteroglossia.
British Journal of Music Education, 38(1), 43-57.
Bylica, K. (2020). Hearing my world: Negotiating borders, porosity, and relationality through cultural production in middle
school music classes. Music Education Research, 22(3).
Bylica, K., Butler, A., & Wright, R. (2019). Transgressive or just unexpected? Heteroglossic gender performance & informal
popular music learning. Journal of Popular Music Education, 3(3), 379-398.
Bylica, K. (2017). Critical pedagogy for the music educator: Preparing future teachers. TIPS: Teaching Innovation Project Journal, 7(1).
Bylica, K. (2015). Composition in the middle school choral classroom. InForm: Indiana Music Education
Journal, 70(2), 12-15.
Bylica, K. (2015). The child’s voice: Art, poetry and music from the Terezin Concentration Camp for the music classroom. Canadian Music Educator Journal, 56(3), 24-27.
Journal, 70(2), 12-15.
Bylica, K. (2015). The child’s voice: Art, poetry and music from the Terezin Concentration Camp for the music classroom. Canadian Music Educator Journal, 56(3), 24-27.
Book Chapters
Zullinger, C., & Bylica, K. (2025). Digital audio workstations as pathways to participatory learning in the music classroom.
In B. Powell (ed.), The modern band handbook: Practical perspectives and lessons for music educators. Oxford
University Press.
Bylica, K., & Hendricks, K. (2025). Preservice Music Teacher Education: Learning with Gaga Feminism. In N. Niknafs &; M.
Silverman (eds.), The Oxford Handbook of Feminism in Music Education. Oxford University Press.
Bylica, K. (2024). Coming into presence: The challenges of democratic music education. In J. L. Arostegui, C.
Christopherson, K. Matsunobu, & J. Nichols (eds.), The SAGE Handbook of School Music Education, pp. 145-157.
SAGE.
Smith, T. D., Dansereau, D., Bylica, K., Debrot, R., & Hendricks, K. (2024). Interrogating the myth that sexism no longer
exists in the music education academy. In T. B. Schei, A. Erlich, & K. Holdhus (Eds.), Methodological Musings: Thinking
with Narrative in Music Education Research, pp. 103-117. Springer.
Bylica, K. (2024). Toward a Purpose-Driven Composition Pedagogy in General Music. In M. Kaschub (ed.), The Oxford
Handbook of Music Composition Pedagogy pp. 581-596). Oxford University Press.
Bylica, K. (2023). Critical listening and authorial agency as radical acts of care. In K. S. Hendricks (ed.), The Oxford Handbook of Care in Music Education (pp. 482-493). Oxford University Press.
Bylica, K. (2021). Listening for Meaningful Relationships through Music. Guest chapter in C. Benedict, Music and Social
Justice in Elementary Education (pp. 81-88). Oxford University Press.
Bylica, K., & Wright, R. (2019). Gender and Popular Music Education in North America: We Need to Talk. In C. Strong and S. Raine (Eds.), Towards Gender Equality in the Music Industry (pp. 15-27). Bloomsbury.
Bylica, K. (2018). Cultivating collective ownership: Leadership at the undergraduate level. In D. Bennett, J.
Rowley, and P. Schmidt (Eds.), Leadership and Musician Development in Higher Music Education (pp. 184-189).
Routledge.
In B. Powell (ed.), The modern band handbook: Practical perspectives and lessons for music educators. Oxford
University Press.
Bylica, K., & Hendricks, K. (2025). Preservice Music Teacher Education: Learning with Gaga Feminism. In N. Niknafs &; M.
Silverman (eds.), The Oxford Handbook of Feminism in Music Education. Oxford University Press.
Bylica, K. (2024). Coming into presence: The challenges of democratic music education. In J. L. Arostegui, C.
Christopherson, K. Matsunobu, & J. Nichols (eds.), The SAGE Handbook of School Music Education, pp. 145-157.
SAGE.
Smith, T. D., Dansereau, D., Bylica, K., Debrot, R., & Hendricks, K. (2024). Interrogating the myth that sexism no longer
exists in the music education academy. In T. B. Schei, A. Erlich, & K. Holdhus (Eds.), Methodological Musings: Thinking
with Narrative in Music Education Research, pp. 103-117. Springer.
Bylica, K. (2024). Toward a Purpose-Driven Composition Pedagogy in General Music. In M. Kaschub (ed.), The Oxford
Handbook of Music Composition Pedagogy pp. 581-596). Oxford University Press.
Bylica, K. (2023). Critical listening and authorial agency as radical acts of care. In K. S. Hendricks (ed.), The Oxford Handbook of Care in Music Education (pp. 482-493). Oxford University Press.
Bylica, K. (2021). Listening for Meaningful Relationships through Music. Guest chapter in C. Benedict, Music and Social
Justice in Elementary Education (pp. 81-88). Oxford University Press.
Bylica, K., & Wright, R. (2019). Gender and Popular Music Education in North America: We Need to Talk. In C. Strong and S. Raine (Eds.), Towards Gender Equality in the Music Industry (pp. 15-27). Bloomsbury.
Bylica, K. (2018). Cultivating collective ownership: Leadership at the undergraduate level. In D. Bennett, J.
Rowley, and P. Schmidt (Eds.), Leadership and Musician Development in Higher Music Education (pp. 184-189).
Routledge.
Dissertation
Bylica, K. (2020). Critical Border Crossing: Exploring Positionalities through Soundscape Composition and Critical
Reflection. University of Western Ontario.
Reflection. University of Western Ontario.