Please feel free to contact me for a copy of any of the articles or chapters listed here.
Articles
Bylica, K. & Schmidt, P. (2021). Crossing Borders and Taking Risks: Supporting the Music Teacher as Policy Practitioner.
Arts Education Policy Review.
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 in Experiential Learning: Interdisciplinary
Engagements in a Summer Opera Program. Arts & Humanities in Higher Education.
Butler, A., Bylica, K., & Wright R. (2020). Informal learning of popular music: Gender monoglossia and heteroglossia.
British Journal of Music Education.
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).
Arts Education Policy Review.
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 in Experiential Learning: Interdisciplinary
Engagements in a Summer Opera Program. Arts & Humanities in Higher Education.
Butler, A., Bylica, K., & Wright R. (2020). Informal learning of popular music: Gender monoglossia and heteroglossia.
British Journal of Music Education.
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 choral classroom: An unorthodox approach. InForm: Indiana Music Education Journal, 70(2), 12-16.
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 (also re-published in InForm: Indiana Music
Education Journal)
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 (also re-published in InForm: Indiana Music
Education Journal)
Book Chapters
Bylica, K. (2021). Listening for Meaningful Relationships through Music. Guest chapter in C. Benedict, Music and Social
Justice in Elementary Education. Routledge.
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. London: 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. London: Routledge.
Justice in Elementary Education. Routledge.
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. London: 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. London: 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.
