Dr Jason Goopy
Dr Jason Goopy is a Senior Lecturer in Music Education at Edith Cowan University 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). Drawing on two decades of teaching music in studio, school, tertiary, and community settings, he is 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. As a 2025-26 Fulbright Postdoctoral Scholar hosted by Teachers College, Columbia University, Jason investigated how learning music in New York City supports the wellbeing of young people experiencing adversity.
With a longstanding commitment to service leadership, Jason has been recognised with a Fellowship of the Australian Society for Music Education (FASME). He is the Immediate Past President of ASME 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 Australian Youth Orchestra’s Music in Me.
– Wednesday, 30 September
Music teacher learning and flourishing in Australian Kodály Certificate courses
- Wednesday, 30 September
- 12:00 pm
Music teacher learning and flourishing in Australian Kodály Certificate courses – Presented by Jason Boron and Jason Goopy
Contemporary scholarship calls for reframing deficit-oriented professional development as opportunities for teacher growth that consider the complexity of career stage and context. This study draws together teacher learning, positive psychology, and music education to examine how a professional association course supported positive music teacher learning. Twelve participants who had completed at least one level of the Australian Kodály Certificate (AKC) were invited to complete an online, individual, semi-structured interview. Data were analyzed using reflexive thematic analysis and the PERMA model to articulate characteristics of the AKC that facilitated teacher flourishing across all five wellbeing elements. Participant data reveal the reciprocal relationship between teacher learning and flourishing, each shaping and deepening the other. Flourishing was experienced differently by teachers with different backgrounds and contexts. Music teacher professional associations were found to be platforms for career-long and life-wide flourishing, offering valuable lessons for existing and new teacher learning contexts.