ABSTRACT
Few researchers in the field of music education have been able to integrate their teaching and creative activity in so seamless a manner as Charles P. Schmidt has done for over 25 years. He is an exemplar of a scholar whose research has significantly impacted his teaching for the betterment of both pursuits. In particular, he has contributed prolifically to our profession's understanding of how social-psychological factors may be implicated in complex individual and interactive music education contexts. The investigation of social-psychological variables is critical for those who wish to gain insight into music teaching and learning since, as Dr Schmidt has asserted, musical information processing and performance are "manifestations of personality, motivation cognitive style, and other affective variables" (Schmidt, 2006, p. 93). As such, examinations of these constructs are also critical elements for inclusion in graduate curricula in music education.
