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Denise Guilbault

Nazarian Center (NC) 245
(401) 456-9517

Academic Background

Michigan State University
Major: Music Education
Cognate: Jazz Studies
Dissertation: An Investigation of the Effect of Harmonic Accompaniment on the Developmental Tonal Aptitude, Tonal Achievement, and Tonal Improvisations of Children in Kindergarten and First Grade

Michigan State University
Major: Saxophone Performance/Woodwind Specialist
Minor: Jazz Studies, Music Theory, Music History

Michigan State University
Major: Music Education


Denise Guilbault is the Music Education Coordinator at Rhode Island College where she oversees the undergraduate music education program. She is also the faculty advisor for the RIC Collegiate Chapter of the National Association for Music Education. Before coming to Rhode Island College in 2006, Dr. Guilbault taught early childhood music, elementary and middle school general music, middle school and high school instrumental music, and high school jazz ensembles for 26 years in Michigan. In addition, she has experience teaching in a variety of school settings: a community music school, private school, public school, and an inner-city school in Detroit, MI.

Dr. Guilbault is the Immediate Past President of the Gordon Institute for Music Learning and the Collegiate Chair for the Rhode Island Music Education Association.

Courses Taught

MUS 491 Directed Study
MUSE 212 Introduction to Music Education
MUSE 412 Practicum In Music Education I
MUSE 413 Practicum In Music Education II
MUSE 424/526 Student Teaching Music Education
MUSE 460/560 Student Teaching Seminar Music Education
MUSE 501 Research Techniques In Music Education
MUSE 502 Perception, Assessment & Evaluation in Music Education
MUSE 566 Seminar In Music Education
MUSE 592 Graduate Thesis

Research Interests

Early Childhood Music Learning, Improvisation, Movement and Rhythm Achievement, Music Learning Theory, Early Career Teacher Mentoring

Presentations and Publications

Guilbault, D. M. (2009). The effect of harmonic accompaniment on the tonal improvisations of students in first through sixth grade. Journal of Research in Music Education, 57(2), 81-91.

Guilbault, D. M. (2005). Music Learning Theory and Developmentally Appropriate Practice. In C.C. Taggart & M. Runfola (Eds.), The Development and Practical Application of Music Learning Theory (pp. 69-86). Chicago: G.I.A.Publications.

Guilbault, D. M. (2004). The effect of harmonic accompaniment on the tonal achievement and the tonal improvisations of children in kindergarten and first grade. Journal of Research in Music Education,52(1), 64-76.

Invited Presentations:
International Music Education Conference
European University Cyprus - Nicosia, Cyprus
Developing Independent Musicians: The Case for Long- Term, Sequential
Music Instruction (Invited Keynote Address)
Music Learning Theory - Rhythm Skill Development for Young Children
(Invited Keynote Workshop)
Music Learning Theory - Tonal Skill Development for Young Children
(Invited Keynote Workshop)

Saturday Workshop Series: Peabody Conservatory, John Hopkins University Baltimore, Maryland
Music Learning Theory: Teaching Rhythm Skills in Elementary General
Music Learning Theory: Teaching Tonal Skills in Elementary General Music

Curriculum Development:
Woonsocket Public Schools General Music Curriculum: Kindergarten through Grade Five

Page last updated: Tuesday, March 16, 2010