• Bolden, B., Corcoran, S., Kukkonen, T., Newberry, J., & Rickey, N. (2023, in press). Arts for transformative education: A guide for teachers informed by learning experiences from the UNESCO Associated Schools Network. Paris: UNESCO.
• Bolden, B., Rickey, N., & DeLuca, C. (2023). Nurturing musical creativity through assessment for learning. Music Educators Journal, 109(4), 18-26. https://doi.org/10.1177/00274321231176683
• Wilson, E., Jeanneret, N., Selkrig, M., Hillman, J., & Bolden, B. (2023). Arts education imperatives: Connecting the globe. International Journal of Education & the Arts, 24(4), 1-20. http://doi.org/10.26209/ijea24n4
• Kukkonen, T., & Bolden, B. (2022). Nurturing creativity in the visual arts classroom: Understanding teacher strategies through Amabile’s componential theory. Canadian Review of Art Education, 49(1), 48-62. https://doi.org/10.26443/crae.v49i1.166
• Bolden, B., & DeLuca, C. (2022). Nurturing student creativity through assessment for learning in music classrooms. Research Studies in Music Education, 44(1), 273-289. https://doi.org/10.1177/1321103X211054793
• Bolden, B., Corcoran, S., & Butler, A. (2021). A scoping review of research that examines El Sistema and Sistema-inspired music education programs. Review of Education, 9(3), e3267. https://doi.org/10.1002/rev3.3267
• Bolden, B., Jeanneret, N. & Kukkonen, T. (2021). Visions of sustainability for arts education: Value, challenge and potential. In B. Bolden, & N. Jeanneret,  (Eds.) Visions of Sustainability for Arts Education: Value, Challenge and Potential (pp.3-10). Singapore: Springer.
• Bolden, B. (2020). Podcast your story with music. In A.P. Bell (Ed.), The music technology cookbook: Ready-made recipes for the classroom (pp. 171-176). Oxford University Press.
• Bolden, B., & O’Farrell, L. (2020). Exploring the impact of a culture bearer on intercultural understanding within a community choir. In R. Heydon & A. Cohen (Eds.), Routledge companion to interdisciplinary studies in singing, volume 3: Well-being (pp. 250-261). London: Routledge.
• Bell, A. P., & Bolden, B. (2020). Sonic signatures. In A.P. Bell (Ed.), The music technology cookbook: Ready-made recipes for the classroom (pp. 165-170). Oxford University Press.
• Xing, D., & Bolden, B. (2020).  Learning at half capacity: The academic acculturation reality experienced by Chinese international students. In V. Tavares (Ed.), Multidisciplinary perspectives on international student experience in Canadian higher education (pp. 41-61). IGI Global.
• O’Farrell, L., & Bolden, B. (2020). Toward a vision for arts education. In UNESCO (Ed.), Humanistic futures of learning: Perspectives from UNESCO chairs and UNITWIN networks (pp. 75-77). Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000372577?posInSet=1&queryId=4253f7a0-a9bf-4e2f-b0f8-28cca0bc9384
• Bolden, B., & Beach, P. (2020). Integrating music and literacy: Applying music concepts to support prosody and reading fluency. General Music Today, 34(2), 5-12. https://doi.org/10.1177/1048371320926603
• Soleas, E. K., & Bolden, B. (2020). What helped me innovate: Identified motivation factors from Canadian Innovators’ education experiences. Canadian Journal of Education/ Revue Canadienne de l’éducation, 43(3), 740-769. https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4193
• Bolden, B., DeLuca, C., Kukkonen, T., Roy, S., & Wearing, J. (2020). Assessment of creativity in K-12 education: A scoping review. Review of Education, 8(2), 343-376. https://doi.org/10.1002/rev3.3188
• Xing, D., & Bolden, B., & Hogenkamp, S. (2020). The sound of silence: A musically enhanced narrative inquiry into the academic acculturation experiences of Chinese international students with low oral English proficiency. Journal of Curriculum and Pedagogy, 17(1), 25-47. https://doi.org/10.1080/15505170.2019.1627616
• Bolden, B. (2019). Teaching with and for aesthetic experience: Baking buns for Mrs. Blinks. European Journal of Curriculum Studies, 5(2), 886-897.
• Xing, D., & Bolden, B. (2019).  Treading on a foreign land: A multiple case study of Chinese international students’ academic acculturation experiences. Student Success, 10(3), 25-35.  https://studentsuccessjournal.org/article/view/1406
• Xing, D., & Bolden, B. (2019). Exploring oral English learning motivation in Chinese international students with low oral English proficiency. Journal of International Students, 9(3), 834-855. https://www.ojed.org/index.php/jis/article/view/749
• Kukkonen, T., Chang-Kredl, S., & Bolden, B. (2019). Creative collaboration through young children’s playful group drawing: The beehive episode. The Journal of Creative Behavior, 1-15. https://doi.org/10.1002/jocb.418
• Bolden, B., & O’Farrell, L. (2019). Intercultural understanding through the intervention of a culture bearer. In C. Lum & E. Wagner (Eds.), Arts education and cultural diversity: Policies, research, practices and critical perspectives (pp. 65-78). Singapore: Springer.
• Bolden, B. (2019). Tongue-tied. In J. Wearing, M. Ingersoll, C. DeLuca, B. Bolden, H. Ogden, & T. M. Christou (Eds.), Key concepts in curriculum studies (pp. 64-65). London: Routledge.
• Bolden, B. (2019). Tiny Violins. In J. Wearing, M. Ingersoll, C. DeLuca, B. Bolden, H. Ogden, & T. M. Christou (Eds.), Key concepts in curriculum studies (pp. 55-59). London: Routledge.
• Bolden, B. (2019). A snail tale. In J. Wearing, M. Ingersoll, C. DeLuca, B. Bolden, H. Ogden, & T. M. Christou (Eds.), Key concepts in curriculum studies (pp. 31-32). London: Routledge.
• Bolden, B. (2019). Seeking resonance. In J. Wearing, M. Ingersoll, C. DeLuca, B. Bolden, H. Ogden, & T. M. Christou (Eds.), Key concepts in curriculum studies (pp. 20-23). London: Routledge.
• Ingersoll, M., Bolden, B., Wearing, J., DeLuca, C., Ogden, H., & Christou, T. M. (2019). Introduction. In J. Wearing, M. Ingersoll, C. DeLuca, B. Bolden, H. Ogden, & T. M. Christou (Eds.), Key concepts in curriculum studies (pp. 1-12). London: Routledge.
• Beach, P., & Bolden, B. (2018). Music education meets critical literacy: A framework for guiding music listening. Music Educators Journal, 105(2), 43-50. https://doi.org/10.1177/0027432118808580
• Beach, P., & Bolden, B. (2018). Word painting: Using a musical technique to enhance vocabulary. The Reading Teacher, 72(6), 750-754. https://doi.org/10.1002/trtr.1780
• Kukkonen, T., & Bolden, B. (2018). Teaching lives: An arts-informed exploration of teacher experience. Art/Research International 3(2), 150-171. https://journals.library.ualberta.ca/ari/index.php/ari/article/view/29329
• Bolden, B. (2017). Music as method: Musically enhanced narrative inquiry.  International Journal of Education & the Arts, 18(9), 1-19.
• DeLuca, C., Bolden, B., & Chan, J. (2017). Systematic professional learning through collaborative inquiry: Examining teachers’ perspectives. Teaching and Teacher Education, 67, 67-78.
• Bolden, B. & DeLuca, C. (2016). Measuring the magical: Leveraging assessment as an incitement for emergent learning. Assessment Matters, 10, 52-71. http://dx.doi.org/10.18296/am.0017
• Kukkonen, T., & Bolden, B. (2016). "Draw a tree and see what happens!": A collaborative and arts-informed exploration of emergent curriculum. Canadian Art Teacher, 14(1), 32-39.
• Bolden, B., Linton, L., Younker, B. A., Willingham, L., Nifknafs, N. and Bartel, L.  (2015). What in music is going in? How teachers engage students with music in Ontario. The Recorder, 58(1), 12-21.
• Bolden, B. & Nahachewsky, J. (2015). Podcast creation: A methodology for exploring self within music teacher education. Journal of Music, Technology & Education, 8(3), 243-260.
• Bolden, B. & Nahachewsky, J. (2015). Podcast creation as transformative music engagement. Music Education Research, 17(1), 17-33.
• DeLuca, C. & Bolden, B. (2014). Music performance assessment: Exploring three approaches for quality rubric construction. Music Educators Journal, 101(1), 70-76.
• Bolden, B. and Willingham, L. (2014). My story in music: Audio podcast creation as knowledge construction music education. In S. A. O’Neill (Series Ed. & Vol. Ed.), Research to Practice: Vol. 6. Music and media infused lives: Music education in a digital age (pp. 141-160). Waterloo, ON: Canadian Music Educators’ Association.
• Bolden, B. (2013). Learner-created podcasts: Students’ stories with music. Music Educators Journal, 100(1), 75-80.
• Bolden, B. (2014). So long, farewell! Canadian Music Educator, 56(1), 2-3.
• Bolden, B. (2014). Choir! Choir! Choir! Canadian Music Educator, 55(4), 2-4.
• Bolden, B. (2014). The dearth of creativity in music education: Time to shift. Canadian Music Educator, 55(3), 2-3.
• Bolden, B. (2013). Ministers of delight. Canadian Music Educator, 55(2), 2-3.
• Bolden, B. (2013). 400 south. Canadian Music Educator, 55(1), 2-3.
• Bolden, B. (2013). Music: The power to connect. Canadian Music Educator, 54(4), 3-5.
• Bolden, B. (2013). Aspects of snow. Canadian Music Educator, 54(3), 3-4.
• Bolden, B. (2012). The Funky Mamas: Learning to create and perform music for young children within a community of practice. International Journal of Community Music, 5(2), 111-130.
• Bolden, B. (2012). Personhood and music learning as a Funky Mama. In O’Neill, S. (Ed.), Personhood and music learning: Multidisciplinary perspectives and narrative voices (pp. 41-61). Waterloo, ON: CMEA.
• Bolden, B. (2012). Cross-country check-up: A survey of music education in Canada’s schools. In Beynon, C. & Veblen, K (Eds.),Critical perspectives in Canadian music education (pp. 21-37). Waterloo: Wilfrid Laurier University Press.
• Bolden, B. (2012). Masonic music. Canadian Music Educator, 54(2), 3-4.
  
• Bolden, B. (2012). Perfect pitch. Canadian Music Educator, 54(1), 2-3.
• Bolden, B. (2012). The residue of wasted time. Canadian Music Educator, 53(4), 2-3.
• Bolden, B. (2012). Snowflake symmetry. Canadian Music Educator, 53(3), 2.
• Bolden, B. & Kennedy, M. (Eds.). (2011). Widening the boundaries of music education. Victoria, BC: University of Victoria.
• Bolden, B. (2011). Musical homes. Canadian Music Educator, 53(2), 2-3.
• Bolden, B. (2011). Playing with fire. Canadian Music Educator, 53(1), 2. 
• Bolden, Benjamin. (2011.) Gustav Holst: Composer, performer, and teacher.Canadian Music Educator. 52 (4), 2-3.
• Bolden, Benjamin. (2011). Good Night. Canadian Music Educator. 52 (3), 2.
• Bolden, Benjamin. (2010). To Glee or not to Glee…. Canadian Music Educator. 52 (2), 2-3.
• Bolden, Benjamin. (2010). Music lessons. Canadian Music Educator. 52 (1), 2-3.
• Bolden, Benjamin. (2010). Talent. Canadian Music Educator. 51 (4), 4-6.
• Bolden, Benjamin. (2010). Where does the music take you? Canadian Music Educator. 51 (3), 2.
• Bolden, Benjamin. (2009). Voices. In Beattie, M. (Ed.) The quest for meaning: teaching, learning and the arts (pp. 215-232). Rotterdam: Sense Publishers.
• Bolden, Benjamin. (2009). Teaching composing in secondary school: a case study analysis. British Journal of Music Education. 26 (2), 137-152.
• Bolden, Benjamin. (2009). Body parts, the water cycle, plants, and dolphins: adventures in primary-grade whole-class composing. General Music Today. 22 (3), 8-13.
• Bolden, Benjamin. (2009). Homage. Canadian Music Educator. 51 (2), 2-3.
• Bolden, Benjamin. (2009). Timbre. Canadian Music Educator. 51 (1), 2-3.
• Bolden, Benjamin. (2009). Activate creative thinking. Canadian Music Educator. 50 (4), 4-6.
• Bolden, Benjamin. (2008). Teaching composing in the classroom: Developing a grounded theory. In B. W. Leung (Ed.),   Proceedings of the 15^th Music in Schools and Teacher Education Commission Seminar (MISTEC). Rome, IT: International Society for Music Education.
• Bolden, Benjamin. (2009). Snowdrops—perce-neiges. Canadian Music Educator. 50 (3), 2.
• Bolden, Benjamin. (2008). Suds and Stan: Musically enhanced research. Journal of Creative Arts in Education. ISSUE 01.08. http://www.jcae.ca/08-01/bolden.html
• Bolden, Benjamin. (2008). The ‘F’ word. Canadian Music Educator. 50 (2), 2-3.
• Bolden, Benjamin. (2008). Sustain balance and harmony. Canadian Music Educator. 50 (1), 2.
• Bolden, Benjamin. (2008). Dressed to express. Canadian Music Educator. 49 (4), 3-4.
• Bolden, Benjamin. (2008). Let’s call a ‘C’ a ‘C’. Canadian Music Educator. 49 (3), 3-4.
• Bolden, Benjamin. (2007). I was a music teacher fraud. Canadian Music Educator. 49 (2), 4.
• Bolden, Benjamin. (2007). Collaborative class composing. Canadian Music Educator. 49 (1), 44-45.
• Bolden, Benjamin. (2007). Composing Matters Part Four: Consequences of composing. Canadian Music Educator. 48 (4), 45-48.
• Bolden, Benjamin. (2007). Composing Matters Part Three: Teaching from the side. Canadian Music Educator. 48 (3), 49-52.
• Bolden, Benjamin. (2006). Composing Matters Part Two: Inspiring assignments. Canadian Music Educator. 48 (2), 44-47.
• Bolden, Benjamin. (2006). Composing Matters Part One: Teacher-Composers. Canadian Music Educator. 48 (1), 56-7.
• Bolden, Benjamin. (2005). Music and babies’ brains. Canadian Music Educator. 47 (2), 27-31.
• Bolden, Benjamin. (2004). Students composing: Examining the experience. Canadian Music Educator. 45 (4), 20-27.

Model of the teaching composing process

Un modèle du processus de l’enseignement de la composition