What might it mean to draw readers into a single moment within music teaching and learning? Focusing on an individual teaching artifact, as opposed to classroom practices more broadly, has the potential to bring forward complexities inherent in all pedagogical exchanges. Looking deeply at the conceptualization and use of a music education artifact links theory and practice, perhaps unsettling the familiar or giving voice to historically marginalized musical endeavors.

Artifacts may include, but are not limited to:

• Audio-visual materials
• Compositions
• Project instructions
• Lesson or curricular planning materials

While artifacts have a finite nature, teachers’ and students’ understanding of them constantly evolves. Consistent with the MayDay Group’s Curriculum Action Ideal, I understand pedagogical artifacts “as reflexive, dynamic, and lived cultural practices that reflect enhance, and are relevant and responsive to the lives of individual and collective members of our diverse communities.”[1] Given ACT’s emphasis on theory and criticism, authors should rigorously interrogate their artifacts with sustained, substantial references to a variety of theoretical and/or philosophical literature.

Submissions are due September 1, 2026. Prior to submission, please ensure that you have followed all ACT Submission Guidelines found here: https://act.maydaygroup.org/submissions/, including specific formatting guidelines for this journal. Authors are responsible for obtaining any permissions necessary to publish a link to or image of the artifact. Please submit your papers to ACT Editor Lauren Kapalka Richerme at lkricher@iu.edu.

[1] https://maydaygroupofficial.wixsite.com/mayday-group/about