Prof. Dr. Bernd Clausen

Resume

Place of birth: Wilhelmshaven

• 1988–1991: Chinese Studies and Musicology with Music Ethnology (Georg-August University of Göttingen).
• 1991–1997: Teacher training in music (high school) and German (Hannover University of Music and Drama; University of Hannover).
• 1998–2003: Worked as a lecturer (foreign instructor); earned a degree in Tozan-Shakuhachi (Muroran Institute of Technology, Japan)
• 2003: Ph.D. (Music Education) from the University of Music and Drama in Hanover.
• 2003–2008: Assistant professorship in music education (University of Bielefeld).
• 2008: Habilitation (dual qualification: Music Education + Ethnomusicology) at the University of Potsdam.
• 2008–2019: Professor of Music Education/Music Didactics (University of Music Würzburg).
• 2011–2013: Vice President of the Würzburg University of Music
• 2013–2017: President of the Würzburg University of Music 
• 2019– Present: Professor of Music Education (University of Siegen).

Positions 

• 2023– President of the Federal Association for Music Education, North Rhine-Westphalia Regional Association (BMU)
• 2022– Chair ofthe Working Group on Music Education Research(AMPF)
• 2022– Member of the Board of Directors of the Support Association ofthe State Music Academy of North Rhine-Westphalia
• 2021: Mentor in thementoring program at the University of Music and Performing Arts Vienna
• 2020–2022: Higher education reform expert in the European project“Bologna Hub Peer Support”(DAAD)
• 2016–2020: Board Member, Music Quality Enhancement (MusiQuE)
• 2016–2019: Chair of the Board of the Working Group on Music Education Research
• 2015–2018: Higher education reform expert in the Steering Project (DAAD, BMBF)
• 2015–2017: Member of the Goethe-Institut’s Music Advisory Board
• 2012–2017: Advisory Member of the Board of Directors of the Bavarian-Indian Center
• 2011–2017: Board Member of the Network of Music Colleges for Quality Management and Teaching Development
• 2009–2013: Bologna Coordinator at the Würzburg University of Music
• 2009–2011: Vice Chair of the Working Group of Bavarian Music Educators (AMD)
• 2008–2012: Chair of the Working Group on Music Education Research ( AMPF)
• 2008–2010: Member of the advisory board for the school development project “Kultur. Forscher!” of the German Children and Youth Foundation(DJKS)
• 2007–2009: Chair of the Scientific Committee and the Editorial Board for the “ExTra!” project of the European Music Council (EMC)
• 2007–2009: Chair of the Federal Working Group on Music Education (BFG)
• 2006–2008: Second Spokesperson for the Conference on Music Education at Universities (KMpWH)

Since 2005: Reviewer in program and system accreditation processes as well as in audits both within and outside Germany; expert reviewer for various institutions.

Memberships

North Rhine-Westphalia State Section for Music Education (LFG)

Conference on Music Education at Universities (KMpWH)

Scientific Society for Music Education (WSMP)

Japan Comparative Education Society (日本比較教育学会)

Working Group on Music Education Research (AMPF)

European Association for Music in Schools (EAS)

European Seminar in Ethnomusicology (ESEM)

Research Focuses 

Comparative Music Education Research

Historical music education research

Intercultural and Transcultural Music Education

Curriculum Research and Development

Comparative Research in Music Education

Comparative Music Education Research – German and Japanese Perspectives (比較音楽教育研究 – ドイツと日本の視点)

Duration: 2025–

Project Leaders: Univ.-Prof. Dr. B. Clausen, Prof. Dr. S. Ito (Hiroshima)

Focus: Epistemologies and disciplinary frameworks in comparative music education research

Objectives:

• Consolidating diverse discourses under a comparative paradigm by examining disciplinary systematics and the translation process
• Opening up German-language debates to Japanese music education and vice versa

Work Format: The manuscript is being developed through several joint working sessions between a Japanese and a German core team.

Publications: 

• Theory – Translation – Subject Classification: German and Japanese Perspectives on Comparative Music Education [working title]. Monograph. universi. Publication date: 12/2026
• Theoretical Frameworks of Comparative Music Education Research: Insights from German Music Education [Theoretical Frameworks of Comparative Music Education Research: Insights from German Music Education]. Bulletin of the Japanese Society for Comparative Education, 73 (forthcoming). 

Values and Their Significance for Music Education (価値観と音楽教育におけるその重要性).

Duration: 2026–

Project Leaders: Univ.-Prof. Dr. B. Clausen, Kei Suzuki

Focus: Critical examination of the SDGs as a global value system, particularly in light of the recently reintroduced “Moral” education (doutoku, 道徳) in Japan, within the tension between Global Citizenship Education and cultural essentialism from a music education perspective

Objectives:

• Investigation of the influences of the SDGs on music education in Japan and Germany (including discourse and curriculum analysis)
• Analysis of teaching materials for doutoku
• Teachers’ beliefs

Research Format: Collaborative research project (Hiroshima University).

Publications: -

The Language of Instruction in Music Classes from a Comparative Perspective (比較的観点から見た音楽授業における指導言語)

Duration: 2025–

Project Leader: Univ.-Prof. Dr. B. Clausen

Focus: Analysis of language use and language-promoting measures in music education in Germany and Japan—with a special focus on the language of instruction.

Objectives:

• Comparison of the language of instruction and language requirements in both countries
• Analysis of the role of teacher language and language use in various music activities
• Development of didactic approaches to language promotion (e.g., CALLA, visualization, vocabulary work)

Research Format: International research consortium

Publications: -

Historical research in music education

Reconstruction and analytical examination of the German-language tradition (1770–1970)

Duration: 2024–

Project Directors: Univ.-Prof. Dr. B. Clausen, Univ.-Prof. Dr. Alexander J. Cvetko, Univ.-Prof. Dr. Stefan Hörmann

Focus: Development of a scientifically modeled digital corpus of sources on German-language music education literature from approximately 1770 to 1970

Objectives: 

• Identification and selection of sources relevant to music education

• Semantic structuring of the corpus

• Development of exemplary analytical methods

Work format: Team of researchers from three German universities

Publications: - 

Contemporary Accounts of Music Education

Duration: 2018–

Project leaders: Prof. Dr. B. Clausen, Prof. Dr. Alexander J. Cvetko, Prof. Dr. Stefan Hörmann

Focus: History of the field in the 1960s and 1970s as seen through the perspectives of eyewitnesses

Objectives:

• Synthesizing various discourses (curriculum development, institutional history, music pedagogy, etc.) beyond the relevant historiographies and case studies

• Documentation in the spirit of oral history

Work Method: Following an initial round of discussions at the Frankenwarte in Würzburg in 2018, data collection and analysis will continue as part of a research collaboration between the Universities of Bremen ( Prof. Dr. A. Cvetko) and Bamberg (Prof. Dr. S. Hörmann).

Publications: Special issue “Contemporary Witnesses of Music Education.”*Diskussion Musikpädagogik* 86, 2020.

Foundational Texts in Scholarly Music Education

Duration: 2016–

Project Leadership: Collaborative

Focus: In its foundational texts, the research consortium focuses in particular on questions of the philosophy of science.

Objectives:

• Historical analyses of the conceptual development of key aspects of music education research

• Epistemology and disciplinary communication

• Analysis of disciplinary structuring approaches

Format: Two two-day symposia per year, one of which also serves as a doctoral colloquium. Permanent members include Prof. Dr. Stefan Hörmann (University of Bamberg), Prof. Dr. Alexander J. Cvetko (University of Bremen), Prof. Dr. Bernd Clausen (University of Siegen), Prof. Dr. Silke Kruse-Weber (University of Music and Performing Arts Graz), and Prof. Dr. Martina Benz (Mannheim University of Music and Performing Arts).

Publications:

Volume 1 (2016): Foundational Texts in the Science of Music Education: Concepts, Positions, and Perspectives in a Systematic Focus. Waxmann.

Volume 2 (2020): Foundational Texts inScholarly Music Education: The Myth of Hermeneutics. Waxmann.

Volume 3: in preparation

Curriculum Research and Development

VeLeMus (Substitute Teaching by Music Education Students)

Duration: 2025–

Project Leaders: Kei Suzuki, Univ.-Prof. Dr. Bernd Clausen

Focus: The study examines whether the discrepancies and challenges observed in the field of education also apply to music education students and reconstructs the negotiation processes between university-based professionalization processes and everyday practices in schools.

Objectives:

• Reconstructing the transfer of music education knowledge between the two domains

• Negotiations between systems of knowledge

Methodology: Qualitative data collection and analysis

Publications: -

Current Doctoral Projects

• Dunja Kipfer (Bern, Switzerland): From the Language of Rhythm to the Notation System: Language-Based Approaches to Musical Notation at the Transition from Elementary to Primary School. Theoretical and Empirical Approaches ( Primary Advisor, Dissertation).
• Andreas Leymann (Siegen): Music Education in High Schools in North Rhine-Westphalia in the 1950s and 1960s (Primary Advisor, Dissertation).
• Felix Ludewig (Siegen): Judgment-Sensitive Music Education (Primary Advisor, Dissertation).
• Kei Suzuki (Siegen): University-Level Music Teacher Education in the Context of Cultural Diversity: A Comparative Study of Japan and Germany ( Primary Advisor, Dissertation).

Completed Doctoral Projects

• Roland Kisker (Hamburg). Transfer, Transculturation, and Understanding. Intercultural Learning Using the Example of Early Music Education in South Korea. (published by transcript) 
• Ayako Ito (Kassel): The Suzuki Method and Its Origins. A Study of the Culture-Specific Adaptations and Transformations of the Music Education Concept Based on Original Sources ( Second Advisor, Dissertation, 2023). (Published by universi)
• Timo Maul (Bremen): Reorientation in Music Education after World War II. A Historical Study ( Co-advisor, dissertation, 2024). (Published by Brill Fink)
• Rudolf Wilhelm Haidu (Würzburg): Jewish Music Education in 19th-Century Prussia and Its Impact ( Co-advisor, dissertation, 2025). (Published by Harrassowitz)
• Dominika Otlewska-Dräger (Frankfurt/Oder): On Phonetics in German as a Foreign Language: Musical Training, Articulation, and Perception Among Adult Native Polish Speakers (Co-advisor, dissertation, 2025).
• Judith Wolf (Siegen): Empowerment as a Guiding Principle for Music Education Practice (Primary Advisor, Dissertation, 2025). (Published by Springer VS)

If you are interested in a doctoral or postdoctoral project in music education, please feel free to contact me. 

Monographs

2026: Theory – Translation – Disciplinary Systematics: German and Japanese Perspectives on Comparative Music Education / 理論・翻訳・体系：比較音楽教育学に関するドイツと日本の視点. universi (forthcoming) (with S. Ito, K. Suzuki) 

2024: Educational Aspirations and Status Changes. Music Teacher Education in Würzburg from an Institutional-Historical Perspective. Brill | Fink.

2009: The Rabbit in the Moon. Japanese Music in Japanese Music Education. LIT Verlag.

2003: The Foreign as a Boundary. Foreign Music in 18th-Century Discourse and Contemporary Music Education. Wißner.

Edited Volumes
2024: Clausen, B., Ehninger, J., & Sachsse, M., 45th Annual Volume of the Working Group on Music Education Research. Waxmann.

2023: Meidel, E., Kruse-Weber, S., Clausen, B., Cvetko, A. J., & Krause-Benz, M. (Eds.).Assessing Music Education: Reflections—Focus Areas—Perspectives. Festschrift for Stefan Hörmann. Waxmann.

2023: Clausen, B., & Sammer, G. (Eds.), Music Teacher Education: The Student Life Cycle in the Context of Music Education Research. Waxmann.

2020: Clausen, B., Cvetko, A. J., Hörmann, S., Krause-Benz, M., & Kruse-Weber, S. (Eds.). Foundational Texts in Music Education. The Myth of Hermeneutics. Waxmann.

2020: Clausen, B., Cvetko, A. J., & Hörmann, S. *Diskussion Musikpädagogik*, 86(20). Hildegard-Junker-Verlag.

2018: Clausen, B. & Dreßler, S. Social Aspects of Music Learning. Waxmann.

2017: Clausen, B. & Geuen, H. (with the Network of Conservatories) (eds.). Quality Management and Curriculum Development at Conservatories. Concepts – Projects – Perspectives. Waxmann.

2016: Clausen, B., Cvetko, A., Hörmann, S., Krause-Benz, M., & Kruse-Weber, S. (Eds.). Foundational Texts in Scholarly Music Education. Concepts, Positions, and Perspectives in a Systematic Focus. Waxmann.

2014: Clausen, B. (ed.). Participation and Justice. Waxmann.

2011: Clausen, B. (Ed.). Comparison in Music Education Research. Die Blaue Eule.

2009: Clausen, B., Hemetek, U., Saether, E., & EMC (Eds.). *Music in Motion: Diversity and Dialogue in Europe*. A study conducted as part of the “ExTra! Exchange Traditions” project. Transcript.

2008: Clausen, B. (Ed.). INTERSECTIONS: Teaching Music and Art. Festschrift for Klaus-Ove Kahrmann. Shaker.

2008: Clausen, B., Niessen, A., Rolle, C. (Eds.). BFG-kontakt 4. Music Education Facing New Challenges. Bielefeld.

2004: Clausen, B., Lang, R. (eds.): G. J. Vogler, Choral-System. Facsimile of the 1800 Copenhagen edition. Olms.

Series:
PENDULUM. Bielefeld Papers on Aesthetic Education. Aisthesis.

2006: Volume 3: Rituals.
2004: Volume 1: Living Imagination.

Comparative and Ethnomusicological Research in Music Education. universi.

• Ito, A. (2021): The Suzuki Method and Its Origins. A Case Study on a Process of Transculturalization in Music Education. universi.https://doi.org/10.25819/ubsi/9986 
• Cvetko, C. M. (2023). More Than Just a Curiosity? Africa in Music Education. A Historiographical and Qualitative Study of the Goals. universi. https://doi.org/10.25819/ubsi/10233 
• Clausen, B., Ito, S., & Suzuki, K. (2026). Theory – Translation – Disciplinary Systematics: German and Japanese Perspectives on Comparative Music Education. universi. (forthcoming)

Complete list available on ORCID.

Clausen, B. (2026). Multilevel Analysis and Transnationalization in Comparative Music Education as a Research Paradigm. In B. Clausen, S. Ito, & K. Suzuki, Theory—Translation—Disciplinary Systematics: German and Japanese Perspectives on Comparative Music Education. universi. (forthcoming)

Clausen, B. (2026). Comparative Music Education: Theory, Concept, and Method. In B. Clausen, S. Ito, & K. Suzuki, Theory – Translation – Disciplinary Systematics: German and Japanese Perspectives on Comparative Music Education. universi. (forthcoming)

Suzuki, K., Clausen, B., & Ito, S. (2026). Theoretical Frameworks of Comparative Music Education Research: Insights from German Music Education.Bulletin of the Japanese Society for Comparative Education, 73 (forthcoming). 

Barth, D. & Clausen, B. (2026). Music Is a Diverse and Transcultural Practice. In Dartsch, M. & Oberschmidt, J. (Eds.), Music Makes a Difference: On the Significance of Music Education for People and Society (pp. 27–29). Schott.

Clausen, B. (2026). Historical and Contemporary Justifications for Music Education Practice. In M. Dartsch, J. Knigge, A. Niessen, F. Platz, & C. Stöger (Eds.), Handbook of Music Education: Foundations—Research—Discourses (pp. 61–69). Waxmann/utb. 

Clausen, B. (2026). Ethnomusicology. In M. Dartsch, J. Knigge, A. Niessen, F. Platz, & C. Stöger (Eds.), Handbook of Music Education: Foundations—Research—Discourses (pp. 97–104). Waxmann. 

Clausen, B., & Lessing, W. (2026). Institutions of Music Education in German-Speaking Countries. In M. Dartsch, J. Knigge, A. Niessen, F. Platz, & C. Stöger (Eds.), Handbook of Music Education: Foundations—Research—Discourses (pp. 571–583). Waxmann/utb. 

Clausen, B. (2026). Comparative Approaches. In M. Dartsch, J. Knigge, A. Niessen, F. Platz, & C. Stöger (Eds.), Handbook of Music Education: Foundations—Research—Discourses (pp. 678–683). Waxmann/utb. 

Clausen, B. & Geuen, H. (2026). Between the Conservatory and the Bauhaus. The College of Music as an Educational Institution in Germany. In B. Busch & S. Herbst (Eds.), Toward the Future with the College of Music (pp. 19–33). Schott. 

Clausen, B. (2026). Transculturality: Globally Networked Perspectives at Music Colleges for Unlocking Potential. In B. Busch & S. Herbst (Eds.), Toward the Future with Music Colleges (pp. 133–141). Schott. 

Clausen, B. & Wagner, T. (2024). Ad rem MULEM-EX: Music Education Research, Music Teacher Education, and Curriculum Development. Diskussion Musikpädagogik, 103, 50–57. 

Clausen, B. & Wagner, T. (2024). Complexities in Music Teacher Education. A Plea for Evidence-Based Curriculum Development. Neue Musikzeitung, 2/24, 20. 

Clausen, B. (2024). Music in General Education Schools. MIZ.

Clausen, B., Cvetko, A. J., & Hörmann, S. (2024). Insights into Current Historical Research in Music Education. Approaches, Methods, and Types of Sources—A Report. Journal of Critical Music Education. Historical Awareness and Historical Amnesia. Historicity in Music Education, 24, 10–12. https://doi.org/10.18716/ojs/zfkm/2024.2351  

Cvetko, A. J., Clausen, B., & Hörmann, S. (2024). “… music education has […] a very, very short memory.” Misleading labels and conceptual traditions from the perspective of historical music education research. In M. Benz, L. Oberhaus & C. Rolle (Eds.), Historical Awareness and Historical Amnesia. Historicity in Music Education. Journal of Critical Music Education. Proceedings of the WSMP 2024 (pp. 24–46). https://doi.org/10.18716/ojs/zfkm/2024.2353  

Clausen, B. (2024). The Hamburg Model (1971). Music Teacher Education in a “Turbulent Time.” In L. Bugiel & C. Rolle (Eds.), Critique of Music Education. Festschrift for Jürgen Vogt (pp. 37–60). USB Monographs. https://doi.org/10.18716/omp.37.c92  

Clausen, B. (2024). An Absolute Necessity: Accreditation, Evaluation, and Quality Assurance at Conservatories. Üben & Musizieren, 41(2), 22–25. 

Clausen, B. (2023). Continuity and Change Between 1945 and 1958. Music Education and Scholarship. In E. Meidel, S. Kruse-Weber, B. Clausen, A. J. Cvetko, & M. Krause-Benz (Eds.), Assessing Music Education: Reflections—Focus Areas—Perspectives. Festschrift for Stefan Hörmann (pp. 11–48). Waxmann.

Clausen, B. (2023). “…but the school music department should come to Würzburg as soon as possible.” The Founding of the University of Music (1970–1974). In C. Henzel (Ed.), 50 Years of the Würzburg University of Music (1973–2023). A Festschrift. Königshausen & Neumann (pp. 195–236).

Clausen, B. (2023). The Aptitude Test as a Selection Tool: Historical, Legal, and Empirical Perspectives (with T. Buchborn). In B. Clausen & G. Sammer (Eds.), Music Teacher Education: The Student Life Cycle in the Lens of Music Education Research (pp. 153–189). Waxmann.

Clausen, B. (2023). Modeling Music Teacher Education: A Curriculum Analysis (with J. Wolf). In B. Clausen & G. Sammer (Eds.), Music Teacher Education: The Student Life Cycle in the Focus of Music Education Research (pp. 127–151). Waxmann.

Clausen, B. (2023). Not Artistic, but Professionally Skilled in Music Practice? A Critical Reflection on Individual Instruction. In B. Clausen & G. Sammer (Eds.),Music Teacher Education: The Student Life Cycle in the Lens of Music Education Research (pp. 95–114). Waxmann.

Clausen, B. (2022). Tertium comparationis? Object and Standard of Comparison in Comparative Music Education Research (with A. Lehmann-Wermser). In D. Barth, D. Prantl, & C. Rolle (Eds.), Musical Practices from Pedagogical Perspectives: A Festschrift on the Themes and Texts of Christopher Wallbaum (pp. 197–216). Olms.

Clausen, B. (2022). Music Education Thinking, Knowledge Creation, and Research. Speech on the 50th Anniversary of the AMPF (with A. Cvetko). In M. Göllner, J. Knigge, A. Niessen & V. Weidner (Eds.),43rd Annual Volume of the Working Group on Music Education Research. Waxmann.

Clausen, B. (2021). Aposiopesis, or: The Pause as a Principle in Music and Music Education. In G. Hoch, H. Schröteler-von Brandt, A. Schwarz, & V. Stein (Eds.), Stillstand (pp. 195–210). V&R unipress.

Clausen, B. (2021): Change Management in Teacher Education—Coherence and Professional Orientation (with G. Brunner, Th. Buchborn, W. Jank, S. Schmidt). In J. Hasselhorn, O. Kautny, & F. Platz (Eds.),Music Education at the Intersection of Reflection and Intervention. Waxmann.

Clausen, B. (2021). “It is therefore time for conservatories to revise their curricula.” Research on the Institutional History of Music-Related Educational Systems. In A. Babbe & V. Timmermann, Conservatory Education 1795–1945. Contributions to the 2019 Bremen Conference ( pp. 13–32). Olms.

Clausen, B. (2020): The Myth of Hermeneutics (with A.J. Cvetko). In B. Clausen, A. J. Cvetko, S. Hörmann, M. Krause-Benz & S. Kruse-Weber, Foundational Texts in Music Education. The Myth of Hermeneutics (pp. 13–19). Waxmann.

Clausen, B. (2020): Preconceptions and Application. Theological and Legal Hermeneutics from the Perspective of Scholarly Music Education. In B. Clausen, A. J. Cvetko, S. Hörmann, M. Krause-Benz & S. Kruse-Weber, Fundamental Texts in Music Education: The Myth of Hermeneutics (pp. 281–392). Waxmann. 

Clausen, B. (2020): Hermeneutics as an Attitude. Movements of Understanding in Interpretive Processes. A Critical Reading of the Social Science Discourse (with J. Honnens).  In B. Clausen, A. J. Cvetko, S. Hörmann, M. Krause-Benz & S. Kruse-Weber, Foundational Texts in Music Education: The Myth of Hermeneutics (pp. 473–505). Waxmann. 

Clausen, B. (2020): Axioms for the Use of the Term “Hermeneutics” in Academic Music Education (with A. J. Cvetko, S. Hörmann, B. Eibach, et al.).  In B. Clausen, A. J. Cvetko, S. Hörmann, M. Krause-Benz & S. Kruse-Weber, Foundational Texts in Music Education: The Myth of Hermeneutics (pp. 533–543). Waxmann. 

Clausen, B. (2020): Feature Article: Contemporary Witnesses—Music Educators in Dialogue. Between Practical Application and Research (with A. J. Cvetko & S. Hörmann), Diskussion Musikpädagogik, 86(20), 13–20.

Clausen, B. (2020). Music and Culturalities, or: On the Ongoing Hesitation in German Music Teacher Education. In T. Buchborn, J. Völker & E.-M. Tralle, Interculturality – Music – Pedagogy (pp. 35–52). Waxmann.

Clausen, B. (2020). Historical-Chronological Synopsis: USA et al. – GDR, FRG: Multicultural, Intercultural Music Education, Diversity; Inter-, Multi-, and Transcultural Music Pedagogy, Education, etc. In T. Buchborn, J. Völker, & E.-M. Tralle, Interculturality – Music – Pedagogy (pp. 303–336). Waxmann.

Clausen, B. (2018). Interculturality, Transculturality, Diversity. Observations and Impulses for Change in Music Teacher Education. In S. Zöllner-Dreßler, T. Krettenauer, & H.-U. Schäfer-Lembeck (Eds.), Change in Music Teacher Education—Social, Political, and Cultural Contexts ( pp. 128–147). Allitera.

Clausen, B. (2018). Approaches to Structuring Music Education Research. In F. Heß, L. Oberhaus & C. Rolle (Eds.), Between Practice and Performance. On the Theory of Musical Action from a Music Education Perspective. 2017 Conference Proceedings of the Scientific Society for Music Education (pp. 121–149). LIT.

Clausen, B. (2017). Reinventing the Wheel Again and Again—Historical Amnesia in Music Didactics and Its Consequences (with A. J. Cvetko & S. Hörmann), Diskussion Musikpädagogik 76, 8–15.

Clausen, B. (2017). Regionality and Territoriality as Cultural Studies Categories in Historical Music Education Research: The Case of the “Tonwort” Controversy. The Case of Raimund Heuler. In A. J. Cvetko & C. Rolle (Eds.), Music Education and Cultural Studies (pp. 37–55). Waxmann.

Clausen, B. (2017). Music, State, Institution—The Conservatory. On the Quality Discourse as a Mode of Thinking. In B. Clausen & H. Geuen (Eds.), Quality Management and Instructional Development at Conservatories of Music: Concepts—Projects—Perspectives (pp. 11–36). Waxmann.

Clausen, B. (2017). Quality Management and Instructional Development at Conservatories of Music. Outlooks and Perspectives. In B. Clausen & H. Geuen (Eds.), Quality Management and Instructional Development at Conservatories of Music. Concepts—Projects—Perspectives. Waxmann.

Clausen, B. (2017). A Good Fit: Explorations into Academic Success and Retention Rates of Graduates at Bavarian Conservatories of Music (with H.-U. Schäfer-Lembeck). NMZ 66(6). https://www.nmz.de/artikel/passgenauigkeiten

Clausen, B. (2017). From School Music Studies to a Career. A Study of the Network of Conservatories ( with G. Wroblewsky), NMZ 66(6). https://www.nmz.de/artikel/vom-schulmusikstudium-in-den-beruf

Clausen, B. (2016). On Music Teacher Education for High Schools. Insights from the Perspective of Bavarian Conservatories ( with H.-U. Schäfer-Lembeck). NMZ 65(2). 

Clausen, B. (2016). Comparative—Contrastive—International: On a Research Paradigm in Scholarly Music Education. In B. Clausen, A. J. Cvetko, S. Hörmann, M. Krause-Benz & S. Kruse-Weber (Eds.), Foundational Texts in Scholarly Music Education: Concepts, Positions, and Perspectives in a Systematic Focus (pp. 107–155). Waxmann.

Clausen, B. (2016). “Blank Spaces: In Search of Community Music in Germany,” *International Journal of Community Music*, 9:1, pp. 77–82, https://doi.org/10.1386/ijcm.9.1.77_1

Individual Publications

2009: Music and Love (Simply Music—Teaching Models for School Practice). N. Schläbitz (ed.). Schöningh.

Editing Work

• 2023: Clausen, B. & Schläbitz, N. (Eds.). O-Ton 2. Workbook for Music Classes, Grades 7–9. Student Edition. (New edition with BiBox). Westermann. (also author)
• 2021: Clausen, B. & Schläbitz, N. (Eds.). O-Ton 1. Workbook for Music Classes, Grades 5 and 6. Student Edition.(New edition with BiBox). Westermann. (also author)
• 2013: Clausen, B. & Schläbitz, N. (Eds.). O-Ton Workbook for Music Classes, Grades 7–10. Teacher’s Edition. Schöningh. (also author)
• 2012: Clausen, B. & Schläbitz, N. (Eds.). O-Ton Workbook for Music Class, Grades 7–10. Student Edition. Schöningh. (also author)
• 2012: Clausen, B. & Schläbitz, N. (Eds.). O-Ton Workbook for Music Classes, Grades 5 and 6. Teacher’s Edition. Schöningh. (also author)
• 2011: Clausen, B. & Schläbitz, N. (Eds.). O-Ton Workbook for Music Classes, Grades 5 and 6. Student Edition. Schöningh. (also author)

Individual Contributions

• (2016): Music (with E. Mascher & R. Vogels). In J.-R. Schreiber & H. Siege (Eds.): Framework for the Learning Area “Global Development” within the Context of Education for Sustainable Development. (pp. 192–213). Bonn. KMK.
• (2011) Kolibri Special. Teaching Art and Music in an Interdisciplinary Manner (with CD), edited by B. Küntzel (series), R. Lang (issue). With contributions by B. Clausen, R. Lang, M. Schmidt, and H. Thienenkamp. Schroedel.
• (2007) The Rabbit in the Moon. Drumming and storytelling to capture the magic of a Japanese moonlit night. Musik & Bildung, 11/12, 10–15.
• (2007). Jimbo and Julie (with H. Thienenkamp). Interdisciplinary Ideas for 3rd Grade. Elementary School Teaching Special Issue. 5/2007, 10–13.
• (2007) World Music—Music of the World/Workbook Answers. In B. Jank (Ed.), Duden Music. High School Textbook. Teacher’s Guide. Answer Keys and Lesson Suggestions ( 116–136; 448–452). Duden Paetec.
• (2006) World Music—Music of the World/Exercise Section. In P. Wicke & B. Jank (Eds.), Duden Music. High School Textbook. Duden Paetec. [Awarded the 2007 Comenius EduMedia Medal by the Society for Pedagogy and Information (GPI)]
• (2006) Blau-Moll. Concepts for Interdisciplinary Art and Music Instruction in Lower Secondary School (with CD), edited by R. Lang. With contributions by B. Clausen, M. Schmidt, and H. Thienenkamp. Schroedel.
• (2005) Near and Far East, Musik & Bildung, 7/9.
• (2004) Traces of Autumn in Song. Composing with Children (with R. Lang). *Praxis Grundschule*, 27(5), 28–30; see also “Autumn Song” ibid. 6, 41.

Completed Projects

^ComeIn Communities of Practice NRW for Innovative Teacher Education

CoP Art/Music

Duration: 2019–2024

Focus: Promoting and supporting digitalization-related competencies among music teachers.

Objectives:

· Developing music-related resources tailored to school needs

· Subject-specific refinement of existing media-related competency and orientation frameworks

· Development and testing of quality criteria for digital resources used in music-related teacher education and professional development

Working Method: Knowledge from various disciplines, all three phases of teacher education, and different university locations is contributed through networks (Communities of Practice). The CoPs are divided into two types of networks: subject-specific (STEM, German as a Second Language, Humanities and Social Sciences, Art/Music, and Physical Education) and cross-disciplinary (media-related school development, basic computer science education, and inclusion/dealing with heterogeneity).

Institutional History: Transformation Processes of the 1970s

Duration: 2019–2023

Focus: Against the backdrop of current developments, this research project focuses on the processes of change during a critical period of upheaval in institutional history. These are examined using the case study of Würzburg.

Objectives: Exploration and contextualization of source material; review of the discourse on institutional history in music education; analysis of systemic processes  

Methodology: Source-based research and discourse analysis conducted by a team on-site.

Publications: 

Clausen, B. (2024). Educational Standards and Status Changes: Music Teacher Education in Würzburg from an Institutional Historical Perspective. Brill | Fink. 

Clausen, B. (2021). “It is therefore time for conservatories to revise their curricula”—Institutional-historical research on music-related educational systems. In A. Babbe & V. Timmermann (Eds.), Conservatory Education from 1795 to 1945. Papers from the Bremen Conference in February 2019 (pp. 13–32). Olms. 

German for Music Students

Duration: 2016–2021

Focus: In collaboration with the Goethe-Institut Seoul and staff members from Japan, the People’s Republic of China, and Germany, various e-learning modules—some of which include tutoring—will be developed following the publication of the print version of a textbook titled “German for Aspiring Students” intended for those wishing to study at a German-speaking conservatory.

Objectives:

· Language needs analysis (Clausen 2015–17)

· Development of subject-specific language courses (B1) that address the needs of applicants planning to pursue music-related studies at a conservatory or university in a German-speaking country

· Incorporation of recorded music and visual material

· Test development: Goethe Test Pro Musik

Work Method: For several years now, the observations and findings from the Music Camp organized for students at Seoul schools—which takes place annually in January in Seoul (Prof. Dr. Bernd Clausen, Dr. Miran Ahn), have been adapted into a language course by a team of authors from the fields of German as a Second Language (DaZ) and music education. The collaborative project develops the content and sets of tasks through workshops and online meetings.