Prof. Dr. Susanne Dreßler

Susanne Dreßler studied music and German at the Leipzig University of Music and Drama and at the University of Leipzig from 1999 to 2005. This was followed by supplementary studies in music theory, elementary music pedagogy and piano pedagogy before she moved to the University of Bremen as a research assistant in 2007. There she received her doctorate in 2010 with a qualitative-empirical thesis on "School Development with Choir and Wind Classes". This was followed by a traineeship and teaching position at a Hessian high school (including founding and directing a teachers' choir) as well as work as a research assistant at the universities of Kassel and Bielefeld. In the academic year 2014/2015, she took over the substitute professorship for music education at the University of Siegen and moved to the European University of Flensburg for the fall semester 2015/2016, where she held a junior professorship until December 2021 and then a full professorship for music education. In addition, she completed further training as a music therapist. Her work in music education is enriched by teaching assignments, freelance work for the edukatione educational agency, editing a podcast, and artistic performances.

Her work and research focuses, on the one hand, on qualitative-empirical research of music pedagogical projects on school and classroom research (for example, in the context of all-day schools or in the environment of JeKi accompanying research as well as research on the Musikalische Grundschule). On the other hand, she dedicates herself to selected basic theoretical questions on musical-aesthetic education in a hermeneutic research style, recently for example on the concept of appropriation in music education. In addition, questions at the interface of music didactics and music education (such as problem-solving music lessons) are a focal point of interest. This always involves the relationship between people and music in music pedagogical and musical situations, which are enriched by facets and approaches of elementary music pedagogy and music therapy. An essential research focus is also the investigation of teaching-learning processes in university learning workshops.

Editorial

Dreßler, S. (2020) (Ed.). Reingehört! Music pedagogical explorations. A podcast of the Department of Music at the European University of Flensburg.

Available online: anchor.fm/susanne-dreler.

Clausen, B. & Dreßler, S. (2018) (Eds.). Social aspects of music learning. (Music pedagogical research: Vol. 39). Münster: Waxmann.

Dreßler, S. (2017) (Ed.). Captain Chaos and the Treasure Island. A musical by Johannes Adamietz. Teacher and student book. (Music squared: Vol. 1.) Hannover: fabrico verlagÒ.

Dreßler, S. (2016) (Ed.). Between irritation and cognition. Problem solving in subject teaching. Münster: Waxmann.

Lehmann-Wermser, A., Naacke, S. & Nonte, S. (2010) (Eds.). Musical-cultural education in all-day schools. Empirical findings, opportunities, and perspectives. (Studies on all-day education). Weinheim: Juventa-Verl.

Sole authorship

Dreßler, S. (2022, ed.). The music learning workshop as an experiential space for music-based inquiry learning. In M. Busker, B. Peuker & J. Winkel (Eds.), Research-based learning in subject- and discipline-related, university-based teacher education. Flensburg: European University of Flensburg.

Dreßler, S. (2022). Staging, showing, arguing - The processual in the writings of Christopher Wallbaum. In D. Barth, C. Rolle & D. Prantl (Eds.). Musical practices from pedagogical perspectives. A festschrift on themes and texts of Christopher Wallbaum (pp. 27-44). Hildesheim, Zurich, New York: Olms Verlag.

Dreßler, S. (2022). Montessori pedagogy in music teacher education?! Music didactic reflections on a seminar concept including a collection of materials. DiMawe - Die Materialwerkstatt. Journal for concepts and working materials for teacher training and teaching. Theme issue: materials for music teacher education, 4 /(2), pp. 61-71.DOI: doi.org/10.11576/dimawe-4903 [11.03.2022]

Dreßler , S. (2021). Support, fit, responsibility - The importance of the music learning workshop for music studies as perceived by its users*. Contributions of Empirical Music Education, 12, 1-38. Available online at: www.b-em.info/index.php/ojs/article/view/202 [11.03.2022]

Dreßler, S. (2021). On the "defining power of terms". On the relevance of a music pedagogical discussion of 'appropriation' as a concept. Journal of critical music education,

Pp. 1-25. Available online at: www.zfkm.org/21-dressler.pdf [16.03.2021]

Dreßler, S. (2017). Pedagogical ethos of the music teacher - Reflections on subjectively perceived "being used to" between pedagogy and art.In K. Schilling-Sandvoß & J.-P. Koch (Eds.), Teachers as artists (Music in discourse: Vol. 2) (pp. 92-108). Aachen: Shaker-Verlag.

Dreßler, S. (2017). Music learning in problem-based music instruction. In B. Hofmann (Ed.), Plan|mä|ßig. School music under the auspices of educational standards and competence orientation. Contributions to the 2016 Bavarian School Music Days (pp. 45-58). Innsbruck: Helbling-Verlag.

Dreßler, S. (2017). We don't want the same thing - but we want something in common: Contours and intersections in the dialogue of aesthetic school subjects. In D. Barth, O. Nimczik & M. Pabst-Krueger (Eds.), Experiencing music - reflecting on music. 3rd Federal Congress on Music Education 2016 (pp. 230-233). Kassel, Mainz: BMU Bundesverband Musikunterricht.

Dreßler, S. (2017). Music practice and inclusion. In M. Blohm, A. Brenne & S. Hornäk (Eds.), Inclusion aspects in arts subjects and aesthetic education. Terms in the field of inclusion that student teachers, trainee teachers, and teachers should know. Hannover: fabrico verlagÒ.

Dreßler, S. (2016). Aesthetic experience in the music classroom Or: Encountering sound that "knocks us out of our suits". In A. Lehmann-Wermser (Ed.), Music pedagogical conceptions. A study book (pp. 45-64). Augsburg: Wißner.

Dreßler, S. (2016). What exactly is (d)a problem? Reflections on the design of problem-based music instruction. In S. Dreßler (Ed.). Between irritation and insight. Problem solving in subject teaching. Münster: Waxmann.

Dreßler, S. (2016). Guiding principles of aesthetic school subjects. Position paper on commonalities, differences, and borderline areas in the subject didactics of music, art, theater. In D. Barth (Ed.). Music. Art. Theater. Subject didactic positions of aesthetic-cultural education in schools (pp. 177-190). Osnabrück: University of Osnabrück.

Dreßler, S. (2014). Showing with and at things! -
Proxy objects in music pedagogical actions. Discussion Music Education (64), pp. 40-49.

Naacke, S. (2011). Successful school development with choir and wind classes. A qualitative case study. Dissertation paper, Münster: Lit-Verlag.

Naacke, S. (2010). On the methodology of the qualitative research process. In A. Lehmann-Wermser, S. Naacke & S. Nonte (Eds.), Musisch-kulturelle Bildung an Ganztagsschulen. Empirical findings, opportunities, and perspectives (pp. 44-52). Weinheim: Juventa-Verl. (Studies on all-day education).

Naacke, S. (2010). The school as a system - An explanatory model. In A. Lehmann-Wermser, S. Naacke & S. Nonte (Eds.), Musisch-kulturelle Bildung an Ganztagsschulen. Empirical findings, opportunities, and perspectives (pp. 61-76). Weinheim: Juventa-Verl. (Studies on all-day education).

Naacke, S. (2010). School A - The importance of local resources for collaborations. In A. Lehmann-Wermser, S. Naacke & S. Nonte (Eds.), Musisch-kulturelle Bildung an Ganztagsschulen. Empirical findings, opportunities, and perspectives (pp. 87-102). Weinheim: Juventa-Verl. (Studies on all-day education).

Naacke, S. (2010). School C - Equal opportunity access to culture for students. In A. Lehmann-Wermser, S. Naacke & S. Nonte (Eds.), Musisch-kulturelle Bildung an Ganztagsschulen. Empirical findings, opportunities, and perspectives (pp. 129-136). Weinheim: Juventa-Verl. (Studies on all-day education).

Naacke, S. (2010). School D - Positive development of school and classroom climate with musical-cultural practices. In A. Lehmann-Wermser, S. Naacke & S. Nonte (Eds.), Musisch-kulturelle Bildung an Ganztagsschulen. Empirical findings, opportunities, and perspectives (pp. 151-166). Weinheim: Juventa-Verl. (Studies on all-day education).

Naacke, S. (2010). Learning outcomes in students from a qualitative perspective. In A. Lehmann-Wermser, S. Naacke & S. Nonte (Eds.), Musisch-kulturelle Bildung an Ganztagsschulen. Empirical findings, opportunities, and perspectives (pp. 172-180). Weinheim: Juventa-Verl. (Studies on all-day education).

Naacke, S. (2010). Dealing with difficult conditions in a school-specific way. In A. Lehmann-Wermser, S. Naacke & S. Nonte (Eds.), Musisch-kulturelle Bildung an Ganztagsschulen. Empirical findings, opportunities, and perspectives (pp. 180-210). Weinheim: Juventa-Verl. (Studies on all-day education).

Naacke, S. (2010). Successful school development with choir and wind classes. In N. Knolle (Ed.): Evaluation research in music education (Music education research: 31) (pp. 41-80). Essen: Publ. The Blue Owl.

Co-authorships (by year of publication)

Dauth, T. & Dreßler, S. (2022, ed.). The interplay of appropriation and space in music pedagogical interactions - A theoretical outline. In J.-P. Koch, K. Schilling-Sandvoß & A. Welte (Eds.), Interaction. (Music in discourse: vol. 5). Aachen: Shaker-Verlag.

Dreßler, S. & Dauth, T. (2019). Raumaneignung - appropriation space. Appropriation processes in primary school children in musical (learning) spaces. A video study of Flensburg singing time from a play, space and appropriation theory perspective. In G. Enser, B. Gritsch & F. Höfer (Eds.). Musical socialization and worlds of learning. (pp. 103-134).Münster: Waxmann [peer-reviewed].

Dreßler, S., Eibach, B., & Zenk, C. (2016a). Designing music that goes really well with the fashion show! Reflections on designing problematic situations in music lessons. In S. Habscheid, G. Hoch, H. Schröteler-v. Brandt & V. Stein (Eds.), Gestalten gestalten (pp. 101-121). V&R unipress.

Dreßler, S., Eibach, B. & Zenk, C. (2016b). "It goes with that second part because it's so elegant!"Fashioning foam music - An example of problem-based music instruction. In S. Dreßler (Ed.). Between irritation and insight. Problem solving in specialized teaching. (pp.123-143) Münster: Waxmann.

Kranefeld, U., Heberle, K. & Naacke, S. (2015). Videographic findings on aspects of teaching quality in the first JeKi year. In Federal Ministry of Education and Research (Ed.), Instrumental Teaching in Primary Schools. Process and impact analyses in the program Jedem Kind ein Instrument. Empirical educational research (pp. 137-155). Berlin, Bonn: BMBF.

Lehmann-Wermser, A., Naacke, S. & Nonte, S. (2013). Hammer, violin, stage - Cultural education in all-day schools. (DVD and accompanying booklet). Berlin: BMBF.

Naacke, S. & Lehmann-Wermser, A. (2009). MUKUS - Study on music and cultural education in all-day schools. Qualitative case studies. In N. Schläbitz (Ed.), Interdisciplinarity as a challenge in music education research. (Music education research: 30) (pp. 97-124). Essen: Verl. Blue Owl.

Reviews

Dreßler, S. (2018). Review: Michael Göllner (2017). Teachers' and students' perspectives on wind class instruction. Contributions of Empirical Music Education, 9

, 1-7. Retrieved from www.b-em.info/index.php/ojs/article/view/167 [May 25, 2019]

Naacke, S. (2013). Review: Charlotte Heinritz (2012). To every child his instrument. The pioneering music education project at the Waldorf School Dortmund. Contributions of Empirical Music Education, 4.

(2). Retrieved from www.b-em.info/index.php/ojs/article/view/89 [25 May 2019]

Working Group Music Pedagogical Research (AMPF)

Federal Professional Group for Music Education (BFG)

Federal Association for Music Education (BMU)

Society for Music Pedagogy (GMP)

Orutindo e.V. - Association for the Promotion of Intercultural Development and Education