About

Ann C. Clements, Ph.D., is Associate Vice Provost for Faculty Affairs at the Pennsylvania State University, overseeing university-wide professional development for over 6,500 faculty across 24 campuses. She leads initiatives related to faculty success, including new faculty orientation, promotion and tenure, mentoring, leadership training, teaching effectiveness, transition and retention, and emeritus engagement. She also manages programs such as the Administrative Fellows, Penn State Laureate, and the President’s Award for Excellence in Academic Integration, engaging with the Big Ten Academic Alliance and the Association of Public & Land-Grant Universities. As a Professor of Music Education, she is an active researcher, musician, and pedagogue with over 150 presentations delivered throughout the United States and internationally. Her publications include multiple articles in national and international journals, as well as books such as 'Field Guide to Student Teaching in Music,' 'Alternative Approach in Music Education: Case Studies from the Field,' and 'Popular Music Pedagogies: A Practical Guide.' Her primary research areas encompass music participation, game theory and augmented realities in education, professional development in higher education, arts integration, and ethnomusicology, with a particular recognition as a scholar in Maori music of New Zealand. She has received accolades including the 2018 Penn State University Impact Award for innovative teaching and the 2015 Penn State Open Innovation Challenge for her work in artificial intelligence and virtual reality.

Research topics

• Sociology
• Psychology
• Art

Selected publications

• Developing Soundcrafters

  Oxford University Press eBooks · 2024-01-23

  book-chapterSenior author

  Abstract Soundcrafting as a means of music production highlights the combination of artistic and technological knowledge and skills needed throughout the production process. Music production is a multifaceted process of bringing recorded music together. This chapter will provide unique ways to foster the skills needed for all students to become soundcrafters and become engaged in digital recording. It includes concrete examples of developing musical interpretation skills and how to put these skills to work within recording projects. From understanding the mechanics of audio engineering, to knowing how filtration and compression can help the articulation or intonation of a musical instrument, students who develop musical production skills become musical leaders capable of high-level musical thinking and decision making. This chapter covers the basics of music production and the various roles that music producers play throughout that process. It provides practical examples of how to foster production skills in students at all levels. For younger students, the approach focuses on musical play through attributes such as instrument proximity, amplification, and musical decision-making between recorded tracks. At older levels, it covers those topics as well as specific ways in which to engage students in tracking, editing, mixing, and mastering recording songs. Concrete examples include sample lesson ideas, software suggestions, and a recording equipment list. Sample exercises are forward-looking and intend to push practice in new directions.

  PublisherDOI

• Digital Media, Digital Technology, and Participatory Culture

  2022-09-08 · 1 citations

  book-chapter1st authorCorresponding

  Abstract Technology and digital media offer a unique means of enhancing general music lessons by providing tools and opportunities they may not otherwise have access to. It grants the opportunity to gain the fluency and skills needed to engage in musical practices beyond their experiences within the classroom, and lessons that engage digital media can lay a foundation for musical independence, musical collaboration, and life-long musical engagement. This chapter defines digital media and discusses its role in society and the lives of young people. It provides tips for bridging the gap to digital fluency and argues that participatory culture consists of cultural competencies and social skills that young people need in the new media landscape. The organization and facilitation of student work with digital media is explored through sample lesson plans that lead to meaningful engagements and increased digital fluency.

  PublisherDOI

• Program Organization

  2021-05-12

  book-chapter1st authorCorresponding
  PublisherDOI

• Continued Professional Growth

  2021-05-12

  book-chapter1st authorCorresponding
  PublisherDOI

• Observation

  2021-05-12

  book-chapter1st authorCorresponding
  PublisherDOI

• Effective Teaching and Rehearsal Techniques

  2021-05-12

  book-chapter1st authorCorresponding
  PublisherDOI

• Creating a Positive Learning Environment

  2021-05-12 · 1 citations

  book-chapter1st authorCorresponding
  PublisherDOI

• Introduction

  2021-05-12

  book-chapter1st authorCorresponding
  PublisherDOI

• Seeking Employment

  2021-05-12

  book-chapter1st authorCorresponding
  PublisherDOI

• New Schools, New Environments

  2021-05-12

  book-chapter1st authorCorresponding
  PublisherDOI

Frequent coauthors

• Bryan Powell

  Montclair State University

  20 shared

• Matthew Clauhs

  20 shared

• Douglas C. McCall

  11 shared

• Sarah H. Watts

  Pennsylvania State University

  10 shared

• Rita Klinger

  Pennsylvania State University

  3 shared

• C.G. Morris

  University Hospital of Wales

  2 shared

• John Mulholland

  2 shared

• Connie Woodard

  1 shared

Education

• Ph.D.

  Penn State University

Awards & honors

• 2018 Penn State University Impact Award for innovative teach…
• 2015 Penn State Open Innovation Challenge for work in artifi…