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  • Dr Jason Goopy

    Dr Jason Goopy

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Dr Jason Goopy

Senior Lecturer

Staff Member Details
Email: j.goopy@ecu.edu.au
Campus: Joondalup  
ORCID iD: https://orcid.org/0000-0001-8766-1458

Jason is a Senior Lecturer and Coordinator of Secondary and Instrumental Music Education in the School of Education.

Background

Dr Jason Goopy is a Senior Lecturer in Music Education and a Fulbright Scholar. He lectures and coordinates secondary and instrumental music education for the School of Education and the Western Australian Academy of Performing Arts (WAAPA). Jason draws upon two decades of teaching music in studio, school, tertiary, and community settings, and is nationally recognised for creating flourishing music learning programs.

Jason’s research examines how music education positively transforms lives at the intersection of music, education, and psychology using creative arts-based and mixed-method approaches. He focuses on how intentional music engagement and learning enhance young people’s wellbeing and how their educators can be supported. He received the Australian Society for Music Education Callaway Doctoral Award, and his monograph, Teenage Boys, Musical Identities and Music Education: An Australian Narrative Inquiry, is published open access by Routledge. As a 2025-26 Fulbright Postdoctoral Scholar hosted by Teachers College, Columbia University, Jason investigated how learning music in New York City supports the music-wellbeing literacy of young people, the wellbeing strategies used by their teacher-facilitators, and enablers and barriers for flourishing experienced by program leaders.

Jason has demonstrated a longstanding commitment to national and international service leadership and has been recognised with a Fellowship of the Australian Society for Music Education (FASME). He is the Immediate Past President of the Australian Society for Music Education and Kodály Australia, a member of the National Advocates for Arts Education, and an Advisory Group Member for the national initiatives, Music Education: Right from the Start and Music in Me. He serves on the editorial boards of the International Journal of Music Education, the International Journal of Research in Choral Singing, and the Australian Journal of Music Education.

Current teaching

  • MUE2125/MUE6711 – Junior Secondary Music Education
  • MUE3320/MUE6712 – Senior Secondary Music Education
  • MUS3120 – The Art of Teaching and Learning Music

Professional associations

  • Immediate Past President, Australian Society for Music Education
  • Immediate Past President, Kodály Australia
  • Advisory Group member, Music Education: Right from the Start, Alberts Tony Foundation
  • Advisory Group member, Music in Music, Australian Youth Orchestra
  • ASME Representative, National Advocates of Arts Education
  • Tertiary Representative, Senior Music Curriculum Advisory Committee, WA School Curriculum and Standards Authority
  • Editorial Board Member, International Journal of Music Education
  • Editorial Board Member, International Journal of Research in Choral Singing
  • Editorial Board Member, Australian Journal of Music Education

Awards and recognition

  • 2025-2026 – Fulbright Postdoctoral Scholarship hosted by Teachers College, Columbia University
  • 2025 – Fellowship of the Australian Society for Music Education (FASME)
  • 2024 – Research Award for Excellence in Australian Kodály-inspired Music Education, Kodály Australia
  • 2023 – ECU Aspire Award, Business Events Perth
  • 2021 – Callaway Doctoral Award, Australian Society for Music Education
  • 2021 – Fellowship (FHEA), Advance HE & The University of Queensland
  • 2005 – Hugh Brandon Prize for Orchestral Conducting, The University of Queensland

Research interests

  • Music and arts education
  • Identity
  • Wellbeing
  • Singing
  • Teacher education
  • Arts-based, narrative, and mixed research methods

Qualifications

  • Graduate Certificate in University Teaching, The University of Melbourne, 2021.
  • Doctor of Philosophy, The University of Queensland, 2020.
  • Master of Music in the field of Aural Pedagogy, The University of Queensland, 2009.
  • Bachelor of Music With Honours Class 1, The University of Queensland, 2007.
  • Bachelor of Education (Secondary), The University of Queensland, 2007.
  • Diploma Associate in Music, Aust in the subject of Saxophone, Other QLD registered training organisation, 2005.

Research Outputs

2026

Journal Articles

  • Goopy, J., Macarthur, S. (2026). Psychological needs and wellbeing in community music education for young people experiencing challenging life circumstances. Research Studies in Music Education, 2026(Article in press), 18 pages. https://doi.org/10.1177/1321103X251410565.
  • James, R., Gray, C., Goopy, J., Clayden, D., Meng, H., Lemon, N., Tytler, C., Sanbrook, C., Ghosh, M., Brooks, M., Selkrig, M. (2026). The joy of art-based reflection: Building shared academic wellbeing literacy through collage. Reflective Practice, 1-17. https://doi.org/10.1080/14623943.2025.2607104.

2025

Book Chapters

  • Goopy, J. (2025). Young Adolescents' Musical Identities and Wellbeing: Narratives of Psychological Needs Satisfaction in Class Music Education. Multidisciplinary Perspectives on Arts and Arts Integrated Learning for Middle Level Education (25-40). Routledge. https://doi.org/10.4324/9781003562047-5.
  • Goopy, J. (2025). Musical Flourishing as a Music Teacher Educator. The Making Academic: Perspectives on Expressive Practice and Wellbeing in Higher Education (161-168). Routledge. https://doi.org/10.4324/9781003592556-25.
  • Lemon, N., Gray, C., Goopy, J. (2025). Cultivating Safety, Connection, and Emotional Regulation: Insights from the Intersection of Art, Education, and Research. The Making Academic: Perspectives on Expressive Practice and Wellbeing in Higher Education (238-246). Routledge. https://doi.org/10.4324/9781003592556-36.
  • Lemon, N., Goopy, J., McPherson, M. (2025). Using the Arts to Explore the Multi-Modality of Wellbeing to Grow Wellbeing Literacy. Wellbeing Literacy: Theory and Practice Through Multidisciplinary and Transdisciplinary Lenses (178-192). Routledge. https://doi.org/10.4324/9781003644293-17.

Journal Articles

  • Goopy, J. (2025). Young people healing and growing in trauma-informed positive music education. Music Education Research, 2025(Article in press), 13 p.. https://doi.org/10.1080/14613808.2025.2591059.
  • Goopy, J., Macarthur, S. (2025). Music learning and school-aged children's and adolescents’ wellbeing: A scoping review. Research Studies in Music Education, 2025(Article in press), 20 pages. https://doi.org/10.1177/1321103X251323562.
  • Forbes, M., Goopy, J., Krause, A. (2025). Becoming singular: Musical identity construction and maintenance through the lens of identity process theory. Psychology of Music, 53(5), 746-761. https://doi.org/10.1177/03057356241267863.

2024

Books

Journal Articles

  • Young, A., Goopy, J. (2024). Making space for inclusive approaches: A review of adolescent gender identity in high school choirs. International Journal of Research in Choral Singing, 12(2024), 22 pages.
  • Forbes, M., Goopy, J., Krause, AE. (2024). The experiential salience of music in identity for singing teachers. Musicae Scientiae: the journal of the European Society for the Cognitive Sciences of Music, 28(2), 237-253. https://doi.org/10.1177/10298649231198002.
  • Meng, H., Goopy, J. (2024). Early-career music teachers’ perspectives of their initial teacher education program in China. Research Studies in Music Education, 46(2), 353-369. https://doi.org/10.1177/1321103X231157190.

2023

Journal Articles

  • Goopy, J. (2023). Intersections and conflicts between adolescent boys’ musical possible selves, university study, and parent values. Psychology of Music, 51(2), 624-639. https://doi.org/10.1177/03057356221101651.

2022

Journal Articles

  • Goopy, J. (2022). Children’s identity work in daily singing-based music classes: A case study of an Australian boys’ school. Research Studies in Music Education, 44(3), 570-588. https://doi.org/10.1177/1321103X221109482.

2013

Journal Articles

  • Goopy, J. (2013). Extra-musical effects’ and benefits of programs founded on the Kodály philosophy. Australian Journal of Music Education, 2(2013), 71-78.

Research Projects

  • Music teacher professional development and wellbeing from Australian Kodaly Certificate courses, Academic Staff Association of Edith Cowan University, Solidarity Research Fund (SRF), 2024 ‑ 2026, $20,000.
  • YourTool Kit.Com – Co-Designing Impact Primary Prevention Project, Department of Communities (WA), Grants for Women Program, 2025 ‑ 2026.
  • Noongar culture, creative arts, and wellbeing literacy in early childhood education, The Song Room, Grant, 2025 ‑ 2026, $25,000.
  • The role of trauma-informed community music education in supporting the mental health and wellbeing of children and young people, Edith Cowan University, Early-Mid Career Researcher Grant Scheme 2022 (Stream 1), 2023 ‑ 2024, $39,963.

Research Student Supervision

Current Supervisions

Principal Supervisor

  • Doctor of Philosophy, The wellbeing of early-career generalists and specialists teaching music in Australian primary schools
  • Master of Education, Narratives of children’s perspectives of their parents’ music education values in a community choir
  • Master of Education, Young adolescents' Social and Emotional Learning in a singing games program
  • Doctor of Philosophy, Narratives of Australian Music Teachers' Wellbeing and Self-Care
  • Master of Arts (Performing Arts), Conducting with Positive Instruction: An Action Research Study in String Ensembles at an Australian Girls' School

Associate Supervisor

  • Doctor of Philosophy, An Investigation into Early Childhood Musical Experiences between Families and the Preschool Child
  • Doctor of Philosophy, Playing with Beethoven: Performance Traditions and Creative Interpretations in Mainland China.

Completed Supervisions

Associate Supervisor

  • Master of Education, Narratives of families who speak English as an additional language or dialect on engaging with their children’s education during COVID-19
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