Please feel free to contact me for a copy of any of the articles or chapters listed here.
Articles
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).
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
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.
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.
