If one thinks, one has ideas;

if one audiates, one has audeas

Reynolds, A. M., Valerio, W. H., & Taggart, C. C. (Eds.). (2020). Music Play 2: Engagement Plans for Teachers, Parents, Caregivers, and Children. GIA.


...an annual, peer-reviewed publication focused on connecting research to practice and furthering understandings of Music Learning Theory. We encourage manuscript submissions of the following types: original research, literature reviews, critical essays, and book reviews

GIML members get access to every Audea.

There are more than 30 issues of Audea dating back to 1995, filled with articles, GIML history, lesson ideas, and more! 

Meet The Editors

Sarah Hodgman is a PhD Candidate in Sociology at Brown University in Providence, RI. She holds a Bachelor of Arts in Sociology and Applied Statistics from the University of Michigan, and she earned her Early Childhood Music Level I Certificate from GIML in 2017. Hodgman has taught for community music programs in Ypsilanti, MI; Flint, MI; and Chicago, IL. Prior to starting graduate school, she also worked as an educational researcher for the American Institutes for Research where she contributed to mixed methods evaluation studies of early childhood initiatives. Hodgman’s research has been published in Music Education Research and Evaluation and Program Planning, and she has presented at conferences hosted by the American Educational Research Association (AERA), the Early Childhood Music and Movement Association, GIML, and New Directions in Music Education. Hodgman currently serves as a reviewer for AERA’s “Critical Issues in Early Childhood” special interest group, and she looks forward to co-editing Audea while continuing her studies of early childhood through a sociological lens.

Colleen Conway is Professor of Music Education at The University of Michigan in Ann Arbor. She holds bachelors and master’s degrees in horn performance and music education from the Eastman School of Music and a doctorate in music education from Teachers College, Columbia University. Her scholarly interests include instrumental music education, preservice music teacher education, qualitative research, professional development for the inservice music teacher, and the mentoring and induction of beginning music teachers. She has presented throughout the USA and in Brazil, Canada, China, Cyprus,
Macedonia, Norway, Singapore, and Sweden and has published over 100 articles on these topics in all of the major music education journals. She is currently Editor-in-Chief of the Journal of Music Teacher Education and Arts Education Policy Review, on the review board of the Journal of Research in Music Education and a senior editor for Oxford University Press. Book and edited book publications include: Great Beginning for Music Teachers: A Guide to Mentoring and Induction (Rowman & Littlefield, 2003); Handbook for the Beginning Music Teacher (GIA, 2006); Teaching Music in Higher Education (Oxford, 2009, 2019); Handbook for the Music Mentor (GIA, 2010); Handbook of Qualitative Research in American Music Education (Ed.) (Oxford, 2014, 2020) and Musicianship-Focused Curriculum and Assessment  (Ed.)(GIA, 2015, 2023 in press); The Oxford Handbook on Preservice Music Teacher Education in the United States (Ed) (2019); and Teaching Private Lessons to K-12 Students (2019).