Liora Bresler is a Professor at the University of Illinois, Champaign at the College of Education and the School of Art and Design, and affiliate in the School of Music. She was the Hedda Anderson Chair (Emerita) in Lund University, Sweden (2010-2014) and in Stockholm University (2008-2009). Her research and teaching focus on qualitative, aesthetic-based research and arts education.
Liora is the editor of the book series “Landscapes: Aesthetics, the arts and education” (Springer, 2004-) and is the co-founder, with Tom Barone and Gene Glass, of the International Journal of Education and the Arts (1999-), which she co-edited until 2010. Prof. Bresler has authored and edited 10 books and handbooks, 17 special issues of journals, and about 150 papers and book chapters. She has given 40+ keynotes and numerous invited talks in five continents and thirty some countries. Her work has been translated into Spanish, French, German, Lithuanian, Hebrew, Chinese and Korean.
Teaching awards at the University of Illinois include the Distinguished Teaching Life-Long Career Award at the College of Education (2004), the University of Illinois Campus Award for Excellence in Graduate Teaching (2005) and the University of Illinois Campus Award for Mentoring of Graduate students (2018). Other awards include Distinguished Senior Scholar at the College of Education, University of Illinois; Distinguished Fellow in the National Art Education Association (2010); the Edwin Ziegfeld Award for distinguished international leadership in art education by the United States Society for Education Through Art (2007); and The Lin Wright Special Recognition Award by The American Alliance for Theatre and Education (2007).
Andrea Schiavio is postdoctoral researcher at the Centre for Systematic Musicology of the University of Graz, Austria, and honorary research fellow at the Department of Music, University of Sheffield, UK, from which he received his PhD in 2014. He has also held postdoctoral positions at Ohio State University, USA, Boğaziçi University Istanbul, Turkey, and the University of Music and Performing Arts Graz.
Andrea’s work combines empirical and theoretical research at the crossroads of music psychology, embodied cognitive science, and education. It explores the interactive and cognitive mechanisms involved in musical learning, the phenomenology of musical experience, and the role of exploratory behaviours in musical development.
He has published widely about these topics in journals that cover a broad range of fields in both humanities and sciences, and has contributed chapters to edited editions, including the Routledge Companion to Embodied Music Interaction, and the forthcoming Oxford Handbook of Philosophical and Qualitative Perspectives on Assessment in Music Education.
Andrea is regularly invited to international conferences and research seminars across a variety of institutions. He has recently delivered keynote addresses at the Global Arts and Psychology Seminar, held at the University of Graz, and at the 19th Herbstakademie Conference held at the University of Heidelberg, Germany. In July 2018 he has been elected Vice President of ESCOM - the European Society for the Cognitive Sciences of Music (2019-2021).
Jacqueline Vann is a harpsichordist, pianist, choir conductor and teacher of Dalcroze Eurhythmics. She graduated from Middlesex University in Performance Arts and the Institut Jaques-Dalcroze, Geneva with the Diplôme Supérieur and has been working internationally as a freelance Dalcroze teacher and trainer since 1997. She has given workshops and training courses in Japan, Hong Kong, Australia, Canada, Italy, and for the Institut Jaques-Dalcroze and Hansei University, South Korea, and teaches regularly in Denmark, Norway, Ireland and the UK.
Jacqueline has built her career on acquiring experience in as diverse a range of teaching situations as possible and her work now spans all age groups. She has developed a special interest in two significant areas: Dalcroze solfège, with its unique use of movement and space, and children with specific learning difficulties. She was for some years Head of Music at Fairley House, a pioneering school in London for children with specific learning difficulties, where she developed many of her ideas concerning the application of Dalcroze principles and practices to the needs of this population. Jacqueline has been on the faculty of a number of universities, music colleges and schools including Canterbury Christchurch College, Birmingham Conservatoire and the Guildhall School of Music & Drama.
She has trained adults at all levels of professional Dalcroze training from beginner through to the Licence and the Diplôme Supérieur, and is a frequent examiner and exam setter for the Dalcroze Eurhythmics International Examination Board (DEIEB - Australia, Canada, Italy and the UK). She is also responsible for the delivery of Dalcroze examinations for children in the UK.
Jacqueline presented papers at ICDS1 on ‘Dalcroze Eurhythmics: a way forward for children with learning difficulties and differences’ and ‘Dalcroze and the Young Musician: The Dalcroze Society UK graded exams for monitoring progress in experiential learning’. She has published a chapter in Chemins de rythmique vol. 2 and articles in the journals of the European Piano Teachers Association (EPTA), The European String Teachers Association (ESTA), the Associated Board of the Royal Schools of Music (ABRSM), Dalcroze UK and in Acton for Inclusion, Piano Professional and Music Teacher.