Associate Professor of Music Education
Expertise: Music Education, Curriculum, Teacher Evaluation and Policy, Qualitative Research, Choral Music Education, Critical Pedagogy
Curriculum and Instruction
Doctor of Education, Teachers College, Columbia University
Master of Education, Teachers College, Columbia University
Master of Music Education, Westminster Choir College
Bachelor of Science, Music Education, New York University
Cara Bernard is Associate Professor of Music Education at the University of Connecticut in the Neag School of Education, where she teaches courses in choral and elementary methods, curriculum, and supervises student teaching. Her research areas of interest include music teacher evaluation and policy, teacher education, choral music education, urban music education, and diversity and access. She is the co-author of the recently released book Teacher Evaluation in Music: A Guide for Teachers in the US, published by Oxford University Press. Dr. Bernard was a recipient of the 2015 Outstanding Dissertation Award from the Council of Research in Music Education and the 2013 Yale Distinguished Music Educator Award.
Dr. Bernard’s work has been published in Philosophy of Music Education Review, Bulletin for the Council of Research in Music Education, Visions of Research in Music Education, Action, Theory, and Criticism, Music Educators Journal, Arts Education Policy Review, and Journal of Popular Music Education. She regularly presents at various international, national, and regional conferences. Currently, she serves on the editorial committees of Music Educators Journal, Arts Education Policy Review, Journal of Music Teacher Education, Journal of Popular Music Education, and serves as associate editor of Visions of Research in Music Education. Dr. Bernard has served on the CT State Education Department’s Arts Equity Incentive Committee and the National ACDA Diversity Initiative Sub-Committee, where she created policy, curriculum, and outreach to make the Arts accessible and equitable for all students. Currently, she is President-Elect of CT American Choral Directors Association.
As a clinician, Dr. Bernard has been invited by choral and music education organizations across the country to give workshops and lead festival performances for students and teachers. She has conducted, performed, and prepared choruses for performances at some of the most prestigious venues, from Carnegie Hall and the Apollo Theater to the Museum of Modern Art. Dr. Bernard was the director and conductor of the Count Me In program at Carnegie Hall, where she designed and implemented a vocal and choral curriculum for beginning-level middle school music students. Additionally, she worked with the Young People’s Chorus of New York City™ in their School Choral Program, working with New York City public schools to bring a choral experience to over 1,000 children throughout the city. Prior to these appointments, Dr. Bernard enjoyed many years of teaching high school chorus, general music, and piano in the New York City public schools. Dr. Bernard holds degrees from Teachers College of Columbia University, Westminster Choir College of Rider University, and New York University.
Bernard, C. F.& Abramo, J. M. (2019). Teacher evaluation in music: A guide for music teachers in the U.S.New York, NY: Oxford University Press.
Peer-Reviewed Journal Articles
Shaw, R. D., & Bernard, C. F. (2022). School culture change through the arts: A case study of the Turnaround Arts program. Arts Education Policy Review, DOI: 10.1080/10632913.2021.2023059
Rathgeber, J., & Bernard, C. F. (2021). A critical narrative of contemporary music education curriculum through Modern Band. Journal of Popular Music Education. https://doi.org/10.1386/jpme_00063_1
Bernard, C. F., & Rotjan, M. (2021). “It depends:” From narration sickness to wide awake action in music education. Submitted to Action, Criticism, and Theory for Music Education, (20)1, 53-84. http://act.maydaygroup.org/it-depends-from-narration-sickness-to-wide-awake-action-in-music-education/
Bernard, C. F. (2021). Book review of Oxford Handbook of Philosophical and Qualitative Assessment in Music Education. Philosophy of Music Education Review, 29(1), 123-129.
Abramo, J. M., & Bernard, C. F. (2020). Barriers to access and university schools of music: A collective case study of urban high school students of color and their teachers. Bulletin for the Council of Research in Music Education, 226, 7-26.
Bernard, C. F., & Cayari, C. (2020). Encouraging participatory music making through differentiation on the ukulele. General Music Today, 34(1). https://doi.org/10.1177/1048371320926608
Bernard, C., & McBride, N. R. (2020). “Ready for primetime:” EdTPA, pre-service music educators, and the hyperreality of teaching. Visions of Research in Music Education, 35, 1-26. http://www-usr.rider.edu/%7Evrme/v35n1/visions/Bernard%20and%20McBride_Hyperreality%20Manuscript.pdf
Churchill, W., & Bernard, C. F. (2020). Disability and the ideology of ability: How might music educators respond? Philosophy of Music Education Review, 28(1), 24–46.
Bernard, C. F. (2019). Arts Policy at the Street Level in the New York City Department of Education. Arts Education Policy Review. DOI: 10.1080/10632913.2018.1530713
Bernard, C. F., Weiss, L., & Abeles, H. (2018). Seeking growth and advice: Social media as a space for music teacher professional development. Bulletin of the Council for Research in Music Education, 215, 75-94.
Peer-Reviewed Book Chapters
Bernard, C. F. (forthcoming). Critical thinking, feeling, and action. In F. Abrahams (Ed.), A music pedagogy in the key of C: Conversation and critique. GIA.
Bernard, C. F., & Sturdevant, R. (forthcoming). On windows, mirrors, and telescopes: Elementary general music perspectives on gender and sexuality. In N. McBride & C. Sears (Eds.), The Oxford handbook of gender and queer studies in music education. Oxford University Press.
Bernard, C. F. (forthcoming). Interrogating the paradox of female “empowerment” in the treble chorus setting. In M. Silverman & N. Niknafs (Eds.), The Oxford handbook of feminism in music education. Oxford University Press.
Bernard, C. F. (in press). A disciplinary literacy approach for high-ability learners in the performing arts. In J. VanTassel-Baska & C. Little (Eds.), Content-based curriculum for high-ability learners (4th edition).
Talbot, B. C., & Bernard, C. F. (in press). An ethic of expectation surrounding the virtual ensemble. In K. Hendricks (Ed.), The Oxford handbook on compassion and care. Oxford University Press.
Bernard, C. (2015). The shoe that doesn’t fit: Contextualizing music teacher evaluation. In S. Conkling (Ed.) Envisioning Music Teacher Education. Lanham, MD: Rowman & Littlefield Publishers, Inc.
Bernard, C., Abramo, J., & Howard, E. (2021). Reaching English-language Learners in the music classroom. Teaching Music, 29(1), 18-22.
Bernard, C. F., Kohan, M., D. Kaufmann, Mitoma, G. (2019). Confronting the edTPA in Connecticut: Recommendations for Teacher Candidate Quality, Sustainability, and Empowerment. Education policy paper.
Bernard, C. F. & Abramo, J. M. (2019). “But that doesn’t work in music!”: A guide for productive dialogue in teacher evaluation. Massachusetts Music Educators Journal.
Cote, H. & Bernard, C. (2017). Standard II. Teaching All Students: Authentic Questioning Techniques in the Ensemble Rehearsal through the Lens of Teacher Evaluation. Massachusetts Music Educators Journal, 65(3), 46-47.
Bernard, C. (2015). Beyond the choral rehearsal: A dialogical journey. School Music News.
Bernard, C. F., Abramo, J. M., & Howard, E. R., (2022). A resource guide for implementing sheltered instruction for English Learners in Music.National Association for Music Education and Center for Applied Linguistics. https://nafme.org/my-classroom-standards-standards-based-resources/
Papoulis, J., & Bernard, C. F. (2020). The Jim Papoulis songwriting workshop for choirs. Hal Leonard: https://www.halleonard.com/product/357083/the-jim-papoulis-song-writing-workshop-for-choirs
Bernard, C. (2019). Music Teacher Evaluation and Policy. Video created for National Association for Music Education (NAfME) Society for Music Teacher Education Policy e-kit. https://www.youtube.com/watch?v=llmeFic_330
Bernard, C. (2019). Curriculum and Policy. Video created for Society for National Association for Music Education (NAfME) Society for Music Teacher Education Policy e-kit. https://www.youtube.com/watch?v=3IjJthMEmFU&t=96s
Bernard, C. & Velez, J. P. (2017). MusicFirst Junior Curriculum. Created for MusicFirst: musicfirst.com.
Bernard, C. F., & Abramo, J. M. (2018). Diversifying Music Educators: Creating Frameworks and Best Practices for Recruiting and Retaining Urban and Rural Students and Students of Color. National Association for Music Education’s Research Projects on Diversity, Equity, and Inclusion in Music Education ($9,999).
Bernard, C. F., & Abramo, J. M. (2017). Diversifying Music Educators: Creating Frameworks and Best Practices for Recruiting and Retaining Urban Students and Students of Color. Funded by the Dean’s Research Incentive Award, Neag School of Education ($4,334).