Josef Hanson, Ph.D., is Assistant Professor and Coordinator of Music Education in the Rudi E. Scheidt School of Music at the University of Memphis, where he oversees bachelor's, master's, and doctoral programs in music education. As a teacher and scholar, he seeks unique ways to illuminate intersections between his two disciplinary passions, music education and arts entrepreneurship. Hanson teaches courses in instrumental music, research methods, and facilitates the School of Music’s unique seminar for first-year students. He also prepares new music faculty. In demand as a presenter and clinician, he is a frequent contributor at a wide range of conferences nationally and internationally.
Previously, Hanson taught music in Maryland public schools and spent 17 years at the University of Rochester and University of Massachusetts Boston in various faculty, administrative, and advisory roles. From 2016-2020, he served as President of the Society for Arts Entrepreneurship Education, and he continues to serve as an editorial board member and reviewer for various scholarly journals, including as Managing Editor of the Journal of Arts Entrepreneurship Education and editorial board member for Music Educators Journal and Contributions to Music Education. Dr. Hanson has led ensembles in performance at the Kennedy Center and Rock 'n' Roll Hall of Fame, and his writing has been featured in a variety of leading periodicals including the Journal of Research in Music Education, International Journal of Music Education, Artivate: A Journal of Entrepreneurship in the Arts, and Journal of Arts Management, Law, and Society. In 2021, he received the Rudi E. Scheidt School of Music’s Faculty Exceptional Teaching Award in recognition of his work with students.
Hanson is a graduate of Towson University (BS), and the Eastman School of Music/University of Rochester (MA; PhD), where he received the Donald J. Shetler Prize for Excellence in Music Education, Eastman’s highest honor for music educators.
Creating, not Predicting, the Future: The Case for Effectual Thinking in Postsecondary Music Education