Photo Credit: Rollins Studio

Dr. Grant Knox (he/him) is a California-based music educator, conductor, and musicologist. As an advocate for healthy practices of inclusion, representation, and diversity in the music classroom/ensemble, Knox enjoys the interdisciplinary studies of musicology, critical theory, and popular music within the larger scope of the wind band idiom. With over eight years of experience teaching K-12 and post-secondary music in Kentucky and Arizona, Dr. Knox currently serves as Assistant Professor of Music and Associate Director of Bands/Director of Athletic Bands at San José State University.

Dr. Knox’s research interests focus on 20th-century African-American composers, interdisciplinary collaboration in wind band performance, and popular music studies. Participating in multiple national and international academic conferences and substantial research projects, Knox has presented and published research on Chicago hip-hop in addition to exploring all facets of identity in the music of Ulysses Kay and William Grant Still. Along with musicological studies, Knox has been an avid performer and educator in the marching arts. Knox performed with the Blue Stars Drum & Bugle Corps in 2014 and served as a drum major for the 250-member Murray State University Racer Band that same year. He also served on the instructional staff of the Racer Band in 2016 specializing in visual performance in addition to working with multiple high school bands across the state of Kentucky. In Arizona, Knox served as the Director of Instrumental Music at Cienega High School (Vail), and has been an instructor at Mountain View HS (Tucson), Boulder Creek HS (Anthem), and Deer Valley HS (Glendale). Knox has also served on staff as a Graduate Teaching Assistant with the University of Arizona and Arizona State University’s athletic band programs.

Originally from Lexington, KY, Dr. Knox holds degrees in music education from Murray State University  (BM ’18), musicology from the University of Arizona (MM ’20), and conducting from Arizona State University (DMA ’25). During his education, Knox has studied euphonium with Ray Conklin and Geoff Durbin, conducting with Jason Caslor, Jamal Duncan, Chad Nicholson, and Robert Ambrose, and additional musical studies (arranging/musicology) with John Fannin, James G. Hudson, and Matthew Mugmon. Knox is an alumni brother of Phi Mu Alpha Sinfonia Fraternity, and an honorary member of Kappa Kappa Psi National Honorary Band Fraternity and Tau Beta Sigma National Honorary Band Sorority. He also holds active memberships in the International Society for Research and Promotion of Wind Music (IGEB), College Band Director’s National Association (CBDNA), American Musicological Society (AMS), and the Society for American Music (SAM).

Education

Curriculum Vitae

Research and Areas of Specialization

  • Music of 20th-century African-American composers

  • Interdisciplinary Collaboration in Wind Band Performance

  • Popular Music and Hip-Hop Studies

  • Identity and Cultural Belonging in Musical Composition

  • Sound Studies and Musical Innovations in College Football/Basketball

Philosophy of Music Education

At the core of my teaching philosophy is a classroom environment which values diversity and inclusion, promotes creativity and play, and instills musical competency through scaffolded practice and Socratic questioning.

Each of these pillars are enacted through learning objectives which prioritize student autonomy and the acquisition of practical skills and experiences. My instructional pedigree maintains a record of valuing Western canonical works, as well as musical traditions outside of the canon such as American hip-hop, Indian Konnakol, and Javanese/Balinese Gamelan. Aside from the curriculum and repertoire, my students have collaborated with other art forms in performance, centering ideals of intersectionality and interdisciplinary learning. This has included disciplines such as world history, critical theory, visual art, and creative writing. As a result, my students conclude their music education equipped with the skills and knowledge needed to excel beyond the institution they are departing.

Within every community, there is an opportunity to connect place with identity. Moving beyond the classroom and concert hall, I regularly seek opportunities for my students to collaborate with the local and global community. Previous experiences have included turning local public libraries, community centers, and vineyards/wineries into performance spaces for my students. In doing this, my students were able to contextualize their learning in ways that promote introspective awareness and career readiness. Moving forward, I will continue to maximize the opportunities available for my students, by utilizing both standard and innovative musical resources within the university community.