ECMMA offers four learning tracks at our biennial convention to bring together practitioners from many specialties to interact with and learn from each other. We are proud to partner with the Early Childhood Music Special Research Interest Group (ECM SRIG), offering opportunities for practitioners and researchers to encourage each other’s work. Pedagogy, movement, therapy, research.



Choose a session type or track below to see the presenters that will be at the Move Along, Catch a Song Convention in Salt Lake City June 26-29.



Download the full schedule (subject to change)

Keynote Address

Linda Robinson
Keynote Presenter

The Greater Atlanta Chapter of ECMMA and Jean Ellen Linkins are proud to co-sponsor Linda Robinson's keynote address.

We are excited to welcome Linda Robinson, the founding President of ECMMA, as the keynote presenter at the Move Along, Catch a Song Convention. 

Celebrating our Journey - Poised for New Pathways is the title of Linda's keynote address. 

Linda invites you to reflect, imagine and participate. 

To reflect on your personal journey with early childhood music and movement


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Young children's 'musicking' and the social world Music is a social activity.

Beatriz Ilari
Research Track
1 of 3 required sessions for CMTE 1 - see other required sessions

Music is a social activity. As members of cultural groups, young children engage in music in many ways and with different companions. This session examines young children's musical engagement from a social perspective. Three building blocks of social cognition and their relationships with children's musicking are explored, providing a framework to discuss current research on early interactions, rhythmic synchronization and musical play.


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When “Baby Beluga” comes home and “Tikitiklip” goes to school: The complex matrix of young children’s everyday music

Dr. Beatriz Ilari
Research Track
1 of 3 required sessions for CMTE 1 - see other required sessions

This session explores the complex matrix of young children’s everyday musical experiences and their applications in early childhood music education—research and practice. Based on recent theorizing in the field of Childhood Studies, we will engage in a wide range of activities—from the examination of young children’s everyday musical practices around the world to the actual enactment of musical activities and brainstorming of future research questions.


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Mama's Turn: A Mother's Musical Journey

Ms Christa Kuebel, Mrs Sarah Smith & Dr. Lisa Koops
Research Track

The purpose of this narrative inquiry was to document the musical journey of a mother, Betsy[1], taking weekly piano lessons beginning in the summer of 2013. The research questions explored the influence of the mother’s musical journey on her three young children’s musical expression, on their expressed desires to participate in music outside of their current experiences, and on Betsy’s experience of musical parenting.


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A Cross-sectional Examination of Children's Interactivities with the iPad App: Carnival of the Animals

Dr. Catherine Ming Tu & Joshua Hernandez
Research Track

A Cross-sectional Examination of Children's Interactivities with the iPad App: Carnival of the Animals


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Music as science and art: The influence of music training at the Froebel Educational Institute on Kindergarten music instruction in North America (1850-1950)

Dr. Martina Miranda
Research Track

During the 1850s kindergarten leaders established the first kindergarten programs in North America, based on their personal study of Froebel’s methods. After visiting Europe leaders such as Margarethe Schurz (1832-1876), Elizabeth Peabody (1804-1894), and Susan Blow (1843-1916) established Froebelian Kindergarten programs in Wisconsin, Massachusetts, and Missouri respectively.


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Cultural Preservation Through Childhood Songs: The Vietnamese American Lens

Ms. Tina Huynh
Research Track

Cultural Preservation Through Childhood Songs: The Vietnamese American Lens. The Over 1.5 million Vietnamese American refugees and immigrants live in the United States (U.S. Census Bureau, 2010), primarily due to the aftermath of the Vietnam War. Acculturation of Vietnamese Americans has led to sociological discourse in the past couple of decades (Lieu, 2002). However, issues pertaining to cultural preservation, particularly in early childhood music, remain largely unexplored.


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School Readiness: Can A Literacy-based Music Curriculum Enhance Linguistic Skills in Preschool Children?

Catherine Ming Tu & Brenda Hannon
Research Track

The impact of music on student cognitive development has been a focal issue of research related to neuroscience and music education since the 90s (Costa-Giomi, 2014; Hallam, 2010; Shore, 1997; Strait & Kraus, 2011). Previous research revealed some consistent findings that music lessons promote intellectual development. For instance, Schellenberg (2004) conducted a study in which 6-year-olds (N=144) were randomly assigned to two different types of music lessons (keyboard or voice) or to control groups that received drama lessons or no lessons.


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Parents as Musical Models

Ms Christa Kuebel
Research Track

Increasing attention is being given to the influence of the home environment on the musical growth of infants and toddlers. For example, parents and caregivers have been found to create a musical environment through “motherese,” or Infant Directed Speech, and Infant Directed Song (Barrett, 2009; Trehub, 2003; Trehub et al., 1997). Adults use these interactions to communicate and bond with children, as educational tools, and to help with routines and daily tasks.


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Online Professional Development in Preschool Settings: Music Education Training for Early Childhood Generalists

Dr. Terri Lenzo
Research Track

The title of this study is Online Professional Development in Preschool Settings: Music Education Training for Early Childhood Generalists. An online format showed promise for ameliorating specific training barriers faced by this population such as time and financial commitments, self-efficacy for leading musical activities, and cultural misconceptions regarding musical development and music teaching. The purpose of this research was to investigate the effectiveness of an online training program for increasing preschool generalist self-efficacy for leading musical activities.


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Research Roundup

Dr. Alison M. Reynolds & Dr. Diana R. Dansereau
Research Track

This session offers Convention participants a forum for (1) reflection on questions, methods, and findings presented during research sessions at the ECMMA International Convention--in partnership with the NAfME Early Childhood Music Special Research Interest Group--and (2) collaborative discussion about identifying implications for practice and considering possible follow-up studies. To prepare the discussion, the facilitators will offer a summary of the nine research presentations at this Convention. Following the review, breakout groups will engage in discussion.


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Exploring Early Childhood Music Literacy

Dr. Brittany May & Emilee Knell
Research Track

In 2014, the National Coalition for Core Arts Standards (NCCAS) established a conceptual framework for arts learning with a focus on artistic literacy. The new standards identify artistic processes and creative practices in which artists engage: creating, performing, responding, and connecting (NCCAS, n.d.). These standards introduce a contemporary interpretation of music literacy.


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Climate Change: Envisioning Music Teachers' Roles in Shaping 21st Century Early Childhood Music Education Policy, Research, and Practice

Dr. Alison M. Reynolds & Dr. Diana R. Dansereau
Research Track

Early childhood music teachers are in an ideal position to contribute to understandings of the roles young children’s participation in music plays in their social, emotional, cognitive, and physiological development. In this session, the facilitators share recent findings from the National Endowment of the Arts regarding early childhood arts participation. Using those as a springboard for discussion, participants will (1) identify research topics for national-scale studies, and (2) begin discussing ways to carry out research collaboratively.


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An Examination of the Emotional Competency and Emotional Practices of Four Elementary General Music Teachers

Dr. Michelle McConkey
Research Track

Emotional competence is the capacity to handle emotional situations effectively. Teachers’ emotional competence influences the choices they make, both pedagogically, and during student interactions. This qualitative multiple case study examines the lived experiences of four elementary general music teachers for the purposes of exploring emotional competence as related to perceptions and practices in the classroom. Research questions included: Is it possible to observe a music teacher’s emotional competence in action?


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