Education

• Ph.D., University of Kentucky
• M.Mus., Morehead State University
• B.Mus., University of Stellenbosch, South Africa

Research & Academic Interests

• Music practices of K-5 elementary teachers
• The expanded pedagogical applications of the Orff Schulwerk

Publications

• Mason, N. (2020). Gumboot Dancing: Origins, Parallels, and Uses in the Classroom. In Farrington, J., Powell, N., Graham, G., Anyanwu, O., Day, L., (Eds.), From Slavery to Liberation: The African American Experience. (pp.27-51).
• Mason, N. (2019). Creative Music Explorations for Elementary Teachers. Great River Learning, IA.
• Mason, N., & Carucci, C. (2018). The Effect of a Clinical Field Model on Pre-Service Music Teacher’s Occupational Identity. Journal of Excellence in College Teaching and Learning. 15, 18-25.
• Mason, N. (2014). The diversity of African musics: Zulu kings, Xhosa clicks, and dancing in South Africa. General Music Today, 27(2), 30-35.
• Mason, N. (2013). South Africa: Developing identity in a pluralistic community. In Dr. Cecilia Wang and Dr. D Gregory Springer (Ed.), Orff Schulwerk: Reflections and Directions (pp. 69-75). GIA.

Associations, Affiliations & Work History

• American Association of Colleges for Teacher Education (AACTE)
• American Association for University Professors (AAUP)
• American Orff-Schulwerk Association (AOSA)
• International Society for Music Education (ISME)
• Kentucky Association of Colleges for Teacher Education (KACTE)
• Kentucky Orff-Schulwerk Association (KOSA, Past-president)
• National Association for Music Education (NAFME)
• Phi Kappa Phi Honor Society
• Teacher Education Council of State Colleges and Universities (TECSCU)

• Cave Run Symphony Orchestra
• Council for Post Secondary Education
• Harvard Management Development Program

Awards & Accolades

• EKU Inclusive Excellence Award for promoting inclusive excellence in teaching and learning and advancing culturally responsive pedagogy in the classroom, 2019
• EKU Distinguished Equity Award for dedication to diversity, equity, and culturally responsive teaching, 2018