Faculty Profile

William Coppola

Title
Assistant Professor
Department
Music Education
College
College of Music

    

    

      


                          

            
Curriculum Vitae

            

              Click Here to View Faculty CV
            

          

        
                          

            
Education

            



  

  


  
PhD, University of Washington, 2018. 
Major: Music Education
Dissertation Title: Musical Humility: An Ethnographic Case Study of a Competitive High School Jazz Band
MA, New York University, 2011. 
Major: Music Education
BS, Hofstra University, 2008. 
Major: Music Business





          

        
                

          
Current Scheduled Teaching*


          
No current or future courses scheduled.


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  


    

    

      


        


          


            
Previous Scheduled Teaching*


            
                    

                    MUED 3200.001, Musicianship for Teaching III, Summer 3W1 2021 Syllabus
                    

                    MUED 5900.704, Special Problems, Summer 10W 2021 
                    

                    MUGC 6950.736, Doctoral Dissertation, Spring 2021 
                    

                    MUED 3200.002, Musicianship for Teaching III, Spring 2021 Syllabus SPOT
                    

                    MUED 3200.003, Musicianship for Teaching III, Spring 2021 Syllabus SPOT
                    

                    MUED 4900.701, Special Problems, Spring 2021 
                    

                    MUGC 6950.731, Doctoral Dissertation, Fall 2020 
                    

                    MUED 3200.001, Musicianship for Teaching III, Fall 2020 Syllabus SPOT
                    

                    MUED 5510.001, Philosophical Foundations and Principles of Music Teaching, Fall 2020  SPOT
                    

                    MUED 3200.001, Musicianship for Teaching III, Summer 3W1 2020 Syllabus SPOT
                    

                    MUED 5900.704, Special Problems, Summer 10W 2020 Syllabus
                    

                    MUED 3200.002, Musicianship for Teaching III, Spring 2020 Syllabus
                    

                    MUED 3200.003, Musicianship for Teaching III, Spring 2020 Syllabus
                    

                    MUED 5120.001, Applied Research in Music Education, Fall 2019 Syllabus SPOT
                    

                    MUED 3200.001, Musicianship for Teaching III, Fall 2019 Syllabus SPOT
                    

                    MUED 3200.001, Musicianship for Teaching III, Summer 3W1 2019 Syllabus SPOT
                    

                    MUED 5900.702, Special Problems, Summer 10W 2019 Syllabus
                    

                    MUED 6520.001, Analysis and Criticism of Research Studies, Spring 2019 Syllabus SPOT
                    

                    MUED 3200.001, Musicianship for Teaching III, Spring 2019 Syllabus SPOT
                    

                    MUED 5280.001, Current Issues in Music Education, Fall 2018 Syllabus SPOT
                    

                    MUED 3200.001, Musicianship for Teaching III, Fall 2018 Syllabus SPOT

          


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  

  
  	

	

	  

		

		   
Published Publications



  

  
Published Intellectual Contributions


  
Book
Coppola, W., Hebert, D. G., Campbell, P. S. (2020). World Music Pedagogy, Vol. VII: World music in higher education. Routledge World Music Pedagogy Series.  New York, NY: Routledge. https://www.routledge.com/World-Music-Pedagogy-Volume-VII-Teaching-World-Music-in-Higher-Education/Coppola-Hebert-Campbell/p/book/9780367231736
Montemayor, M., Coppola, W., Mena, C. R. (2018). World music pedagogy, Vol. IV: Instrumental music education.. 
Montemayor, M., Coppola, W., Mena, C.  (2018). World Music Pedagogy, Vol. IV: Instrumental music education. Routledge World Music Pedagogy Series.  New York, NY:. https://www.routledge.com/World-Music-Pedagogy-Volume-IV-Instrumental-Music-Education/Montemayor-Coppola-Mena/p/book/9781138041226
Book Chapter
Kohfeld, J., Coppola, W., Mena, C., Shakerifard, S., Campbell, P. S. (2019). Teaching and learning improvisation: Culture-specific cases of a cross-cultural musical act. Expanding the Space for Improvisation in Pedagogy. Routledge. 
Book Review
Coppola, W.  (2019). Music, Education, and diversity: Building cultures and communities [Book Review]. Other. https://www.isme.org/other-publications/review-music-education-and-diversity-bridging-cultures-and-communities-ps
Journal Article
Coppola, W.  (2021). From clubs to concert halls: The influence of performance venue migration on collective identity formation in jazz. Other. 2(1), 135–153. Indiana University Press. 
Coppola, W.  (2021). Matters of place and space in school-based performances of world music. General Music Today. 34(2), 13–18. 
Coppola, W.  (2021). Students' social impressions of humility and arrogance among band directors. Journal of Research in Music Education. (Advance online publication), 1–19. 
Coppola, W.  (2020). An artistic virtue? Perceptions of humility in musical participation. Update: Applications of Research in Music Education. 
Coppola, W.  (2020). Performing humbleness and haughtiness: Dramaturgical perspectives of musical humility and pride.. Other. 22(2), 214–228. 
Coppola, W., Kumar, A. B., Hook, J. N. (2020). Measuring humility in musical concepts: Initial development of the Musical Humility Scale. Psychology of Music. Online first, 1–11. 
Coppola, W.  (2019). Musical humility: An ethnographic case study of a competitive high school jazz band. Bulletin of the Council for Research in Music Education. 222, 7–26.  Champaign, IL: Council for Research in Music Education, University of Illinois. 
Campbell, P. S., Coppola, W., Gestsson, S., Mena, C.  (2019). “Atawit Nawa Wakishwit”: Collective songwriting with Native American youth. Journal of Popular Music Education. 3(1), 11–28. Intellect. 
Published Lesson Plan
Coppola, W.  (2016). Little Johnny Brown and the music of the Georgia Sea Islands. An Association for Cultural Equity (ACE) lesson plan. Association for Cultural Equity. http://www.culturalequity.org/rc/ce_lessons_little_johnny.php



	
		
		
	  

	

	

  
    
	

	

	  

		

		   
Awarded Grants



  
  
  	  
          
Contracts, Grants and Sponsored Research  

 	 
	 	 
  
Grant - Teaching   
Coppola, W. (Co-Principal), Mena, C. (Co-Principal), "Music Alive! In Yakama Valley Grant," Sponsored by Jubilation Foundation Fellowships of the Tides Foundation, Private, $5000 Funded. (December 2016 – June 2018).



	
		
		
	  

	

	

	
	

  
  
  

  	

		

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					Overall
Summative Rating		
					Challenge and
Engagement Index		
					Response Rate
					
				

			
			
				

					
					
out of 5		
					
out of 7		
					%
 of 
students responded		
					
					
				

			
		


		
    
			
  • Overall Summative Rating (median):
    
			This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
				
      
					
    • The course as a whole was
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    • The course content was
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    • The instructor’s contribution to the course was
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    • The instructor’s effectiveness in teaching the subject matter was
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  • Challenge and Engagement Index:
    
			This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
				
      
					
    • Do you expect your grade in this course to be
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    • The intellectual challenge presented was
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    • The amount of effort you put into this course was
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    • The amount of effort to succeed in this course was
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    • Your involvement in course (doing assignments, attending classes, etc.) was
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