- Program:Music Teaching and Learning
- Division:Scholarly and Professional Studies
Beatriz Ilari joined the USC Thornton School of Music in 2011, following appointments at the Federal University of Paraná – Brazil (2003-2010, Associate Professor of Music Education), and the University of Texas in Austin (2010, Lozano Long Associate Visiting Professor). She has taught violin, strings and general music in schools and community-based programs in the United States, the Czech Republic, and Brazil.
Dr. Ilari’s main research interests lie in the intersection between music, childhood, cognition, and culture. She is currently a research fellow at USC’s Brain and Creativity Institute, and a co-investigator on the AIRS – Advancing Interdisciplinary Research in Singing initiative. In addition to publishing 5 books in Brazil, her research has appeared in the Journal of Research in Music Education, Research Studies in Music Education, Music Education Research, Update: Applications of Research in Music Education, Early Child Development and Care, Tavira (Spain), Revista da APEM (Portugal), and Revista da ABEM (Brazil).
Dr. Ilari is currently on the editorial board of the Journal of Research in Music Education, Psychology of Music, and Research Studies in Music Education. She also serves as co-editor of the International Journal of Music Education and the research publication of the International Society of Music Education (ISME).
Kirschner, S. & Ilari, B. (in press). Joint drumming in Brazilian and German preschool children: Cultural differences in rhythmic entrainment, but no prosocial effects. Journal of Cross-Cultural Psychology. DOI: 10.1177/0022022113493139
Costa-Giomi, E. & Ilari, B. (in press). Infants’ responses to adult-directed music and speech. Journal of Research in Music Education.
Ilari, B., Chen-Hafteck, L. & Crawford, L. (2013). Singing and cultural understanding: A music education perspective. International Journal of Music Education, 31(2), 202-216. DOI: 10.1177/0255761413487281
Ilari, B. (2013). Music and Babies. In H. Montgomery (Ed.). Oxford Bibliographies Online in Childhood Studies. New York: Oxford University Press. Available at: http://www.oxfordbibliographies.com/page/childhood-studies
Ilari, B. & Broock, A. (2013). Musical participation and community building through music: The experience of Sambebê. Perspectives in Early Childhood Music and Movement, 8(1), 5-10.
Ilari, B. (2012). Musical cultures of girls in the Brazilian Amazon. In P.S. Campbell & T. Wiggins (Eds.). Oxford Handbook of Children’s Musical Cultures [pp.131-147]. Oxford & New York: Oxford University Press.
Young, S. & Ilari, B. (2012). Musical participation from zero to three: towards a global perspective. In G. McPherson & G. Welch (Eds). Oxford Handbook of Music Education [pp. 279-295]. Oxford & New York: Oxford University Press.
Ilari, B. (2011). Twenty-century parenting, electronic media, and early childhood music education. In S.L. Burton & C.C. Taggart (Ed.). Learning from Young Children: Research in Early Childhood Music [pp. 195-214]. Lanham: Rowan and Littlefield & MENC.
Ilari, B. (2010). A community of practice of student teachers in music: the case of Musicalização Infantil. Research Studies in Music Education, 32(1), 43-60. DOI: 10.1177/1321103X10370096
Ilari, B.S. & Sundara, M. (2009). Musical listening preferences in early life: Infant responses to accompanied versus unaccompanied singing. Journal of Research in Music Education, 56 (4), 357-369. DOI: 10.1177/0022429408329107
- PhD, McGill University, 2002
- M.A. in violin performance, Montclair State University, 1998
- Arts Licenciate - Music, University of Sao Paulo, 1994