Matthew Thibeault

Assistant Professor of Music Education

BS (education and psychology cum laude ), Florida State University; M.S. and Ph.D., Stanford University (Curriculum and Teacher Education).

Matthew D. Thibeault was a Myrtie Gifford Fellow while at Stanford University. He is the recipient of many awards, most recently a Faculty Professional Development Grant from San Jose State University, as well as awards from the Dalcroze Society of America and American Orff-Schulwerk Association. He has taught at San Jose State, Stanford University, and the San Francisco School of the Arts High School. He was also the elementary school music specialist for the Portola Valley School District in California. His research interests include high school students’ conceptions of music and musician, creative rights in the classroom, play in music learning, technology in teaching and learning, qualitative research, and alternative modes of inquiry in music learning.

He is the author of articles in the American Dalcroze Journal, Journal of Teacher Development, The Orff Echo, Arts and Learning Research Journal, Journal of Behavioral Education, Outlines, Teaching Music, and American String Teacher. Working as part of an interdisciplinary team, Dr. Thibeault also co-authored the book Designing Everyday Assessment in the Science Classroom. He has presented at various meetings of CMEA, IMEA, American Educational Research Association, American Orff-Schulwerk Association, International Society for Music Education, and American Association for Music Therapy.

Professor Thibeault’s performing interests focus on the double bass. He has performed and composed for recordings and film scores, and was a member of the Stanford Symphony, Tallahassee Symphony, and New Hampshire Philharmonic. An active maker of informal and improvised music, he has also played jazz bass with numerous groups, and in musical styles such as African-American gospel, blues, folk, rock, rhythm and blues, and salsa.

Teaching Philosophy

The classroom is a community where we learn best when we fully participate. Working with future music educators, I strive to promote experiences that let students compose, create, imagine, and reflect upon their lives as musicians and teachers. I believe education is vital when students tackle real problems and issues in local classrooms. As often as possible, my classroom is connected to the larger community in partnership with local classrooms in K-12 schools. While soaking up all the School of Music has to offer, music educators must transcend its traditions to promote equity and social justice through embracing all kinds of music. As technology fundamentally changes our ideas of music, musician, performance, and audience; my class continually explores the frontiers of making, sharing, and learning about music.