AUTHOR BIOGRAPHIES

Mary Beattie is Professor of Education in the Department of Curriculum, Teaching and Learning at The University of /OISE. She has also been visiting professor at Stanford University in California and at the University of Iceland in Reykjavik. Professor Beattie teaches courses in narrative and arts-based research and has presented papers, workshops and keynote addresses based on her research in narrative inquiry, arts-based research, teacher education and teacher development, in Canada, the U.S, Europe and Australia. Born and raised in the west of Ireland, Mary holds a Doctorate and a Master’s degree in Education from the , and a Master of Arts and Bachelor of Arts from York University, Toronto. She also holds a three-year Diploma in Education from St. Paul’s College in Rugby, England with a speci- alization in Music and English Literature. Mary has been teaching graduate and preservice students at the University of Toronto/OISE since 1989. Prior to that she taught in public school classrooms for fifteen years, in Canada, England, and Ireland. Professor Beattie is the author of many book chapters and articles in journals such as Curriculum Inquiry, Educational Research, and the Asia Pacific Journal of Teacher Education. She is a consulting editor of the journals Curriculum Inquiry and Mentoring and Tutoring, and is a former chair of OISE Press. In her current research she is exploring the nature and qualities of interacting narratives in the lives of educators who have longstanding practices in the arts and in secular spiritual practices. She is the winner of a number of teaching awards, and is the author of three books: – Constructing Professional Knowledge in Teaching: A Narrative of Change and Development. New York: Teachers College Press, 1995. – The Art of Learning to Teach; Creating Professional Narratives. Upper Saddle River, New Jersey: Merrill/Prentice Hall, 2007/2001. – Narratives in the Making: Teaching and Learning at Corktown Community High School. Toronto: University of Toronto Press, 2004.

Benjamin Bolden is an associate composer with the Canadian Music Centre, and an assistant professor of music education at the University of Victoria, in British Columbia, Canada. His research focus is teaching composing in music classrooms. Ben holds a PhD in music education from the University of Toronto; a Master of Music in composition from the University of British Columbia; a Bachelor of Education Degree from the University of Toronto/OISE, specializing in Music and Drama; and a Bachelor of Music Degree from Carleton University. As a classroom teacher, Ben has worked with pre-school and primary children in Taiwan, with elementary and secondary students in York Region, , and in Toronto, and with undergraduate and graduate students at the universities of Toronto and Victoria. Ben’s compositions have been performed by many ensembles, including

251 AUTHOR BIOGRAPHIES the , Tapestry New Opera Works, the Victoria Civic Orchestra, the University of Victoria Wind Symphony, the University of British Columbia Singers, the University of Toronto Gamelan Ensemble, the Laurier Chamber Choir, the Talisker Players, the Vancouver Cantata Singers, the Vancouver Chamber Choir, and the Oriana Singers. Ben has been awarded commissions by the Ontario Arts Council and Laidlaw Foundation. His compositions are available from Cypress Publishing.

Angélique Davies is an early childhood practitioner, currently doing studies in the field of family support and pursuing an interest in adult education. She has an undergraduate degree in Social and Cultural Anthropology from the University of Toronto, a diploma in Early Childhood Education from Mothercraft College and a Master of Education from the University of Toronto/OISE. Angélique also has an Advanced Certificate in Early Childhood Music Education from the Royal Con- servatory of Music in Toronto. She is a member of the Early Childhood Music Association of Ontario and has edited their newsletter, Music Time, for six years. She has published various articles about music in early childhood in trade journals such as the ECE LINK and Interaction, and in a peer refereed journal, Canadian Children. She delivers a workshop called Musical Links to Literacy to early childhood practitioners throughout Toronto and the surrounding area. Her interests include cooking, reading, creative writing, knitting and playing soprano recorder. Angélique lives in Toronto with her husband Frank who is a marvellous musician.

Catherine Dowling is an Assistant Professor at Ryerson University School of Interior Design in Toronto. She graduated from the Architecture School at the University of Waterloo following a degree in Interior Design from the University of Manitoba in Winnipeg, and study at Arcosanti in Arizona. She has recently graduated with a Master of Education from the University of Toronto/OISE. As a watercolour artist and architecture thesis student, Catherine travelled to Canada’s Arctic with the Polar Continental Shelf Project. With her husband, she has travelled to several countries to study architecture, and a future trip to Japan is currently in the planning stage. Catherine’s continuing studies include making pottery at Dundas Valley School for the Arts. Her teaching experience includes presenting elementary school workshops, teaching at Fanshawe College Interior Design program in London, Ontario, and at the University of Waterloo, School of Architecture, in Ontario. Her shared professional practice, Lillepold Dowling Architects, is founded on design and construction excellence, and on constantly exploring the process of making, which most recently received an Ontario Association of Architects Honourable Mention for a Painter’s Studio in Dundas, Ontario. She lives in Paris, Ontario with her husband, son, calico cat, and garden.

Masayuki Hachiya is an Associate Professor in the Department of Human Development at St. Thomas University, Japan, where he teaches curriculum courses in elementary art and early childhood education. His research interests include art education for teachers and students, the role of the arts in students’

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