Dr. Becky Marsh is Assistant Professor of Choral Music Education at Butler University (Indianapolis, IN) where she teaches undergraduate and graduate music education courses, music theory and aural skills courses, and conducts Spectra, the university's treble choir. Dr. Marsh holds the Doctor of Philosophy in Music Education, with a choral conducting cognate, from Michigan State University. In 2020, she was recognized as Butler University's Outstanding Professor of the Year in Teaching and, in 2022, was named the Indiana Music Education Association's Outstanding Collegiate Music Educator.
Dr. Marsh earned bachelor’s and master’s degrees in music education, as well as a Post-Baccalaureate Certificate in Music Theory, from the University of North Carolina at Greensboro. Prior to her career in music teacher education, she served as a choral music educator in North Carolina. While there, the choral ensembles grew in both size and spirit, performing locally for the community and nationally as a part of the National Youth Choir. She initiated two student-led contemporary a cappella groups as well as a Choral Leadership Council designed to give students ownership and voice in their program. Additionally, she was the Musical Director of Lexington Youth Theatre for three seasons, preparing K-12 students of various backgrounds as well as conducting pit orchestras of varying sizes and instrumentations for full-length musical theater productions.
An active presenter and guest clinician, Dr. Marsh has shared her scholarship and passion for teaching at state, regional, national, and international conferences and events. She also frequently serves as a guest conductor for regional and statewide honor choirs in the Midwest. Dr. Marsh's research interests include music teacher identity development, students’ acquisition of musicianship skills, and inclusive practices in the ensemble setting. Her dissertation, Observing the Observer: An Examination of Preservice Music Teachers' Initial Field Observation Experiences, examines the intersections of identity and initial field-observation experiences of preservice music teachers. Additionally, her co-authored review of Randall Allsup’s Remixing the Classroom: Toward an Open Philosophy of Music Education is published in Action, Criticism, and Theory for Music Education. Dr. Marsh continually strives for her work to inform music teacher education, support practicing music educators, and make music classrooms inviting and inclusive spaces.
Nationally, Dr. Marsh facilitates the Music Teacher Identity Development ASPA within the Society for Music Teacher Education. In addition to her appointment at Butler, she is the Music Theory Chairperson on the board of the Indiana Music Education Association and serves on the board for the Indianapolis Children’s Choir. At Butler, she advises the university's chapter of the National Association for Music Education as well as Freshly Brewed, the university's treble contemporary a cappella group. Dr. Marsh also sings and tours as a member of mirabai, a professional women’s ensemble dedicated to empowering women by expressing, through music, the full range of women’s experiences and narratives. She hopes to inspire music educators to envision and enact a culture of school music education that is welcoming to all students, functions as an integral part of the school community, and promotes lifelong engagement with music.
Dr. Marsh earned bachelor’s and master’s degrees in music education, as well as a Post-Baccalaureate Certificate in Music Theory, from the University of North Carolina at Greensboro. Prior to her career in music teacher education, she served as a choral music educator in North Carolina. While there, the choral ensembles grew in both size and spirit, performing locally for the community and nationally as a part of the National Youth Choir. She initiated two student-led contemporary a cappella groups as well as a Choral Leadership Council designed to give students ownership and voice in their program. Additionally, she was the Musical Director of Lexington Youth Theatre for three seasons, preparing K-12 students of various backgrounds as well as conducting pit orchestras of varying sizes and instrumentations for full-length musical theater productions.
An active presenter and guest clinician, Dr. Marsh has shared her scholarship and passion for teaching at state, regional, national, and international conferences and events. She also frequently serves as a guest conductor for regional and statewide honor choirs in the Midwest. Dr. Marsh's research interests include music teacher identity development, students’ acquisition of musicianship skills, and inclusive practices in the ensemble setting. Her dissertation, Observing the Observer: An Examination of Preservice Music Teachers' Initial Field Observation Experiences, examines the intersections of identity and initial field-observation experiences of preservice music teachers. Additionally, her co-authored review of Randall Allsup’s Remixing the Classroom: Toward an Open Philosophy of Music Education is published in Action, Criticism, and Theory for Music Education. Dr. Marsh continually strives for her work to inform music teacher education, support practicing music educators, and make music classrooms inviting and inclusive spaces.
Nationally, Dr. Marsh facilitates the Music Teacher Identity Development ASPA within the Society for Music Teacher Education. In addition to her appointment at Butler, she is the Music Theory Chairperson on the board of the Indiana Music Education Association and serves on the board for the Indianapolis Children’s Choir. At Butler, she advises the university's chapter of the National Association for Music Education as well as Freshly Brewed, the university's treble contemporary a cappella group. Dr. Marsh also sings and tours as a member of mirabai, a professional women’s ensemble dedicated to empowering women by expressing, through music, the full range of women’s experiences and narratives. She hopes to inspire music educators to envision and enact a culture of school music education that is welcoming to all students, functions as an integral part of the school community, and promotes lifelong engagement with music.