Christopher Dye serves as Interim Director of the School of Music and Associate Professor of Instrumental Music Education at Middle Tennessee State University. He teaches courses in instrumental methods and materials, supervises student teachers, leads the Music Education Seminar, and teaches graduate course in assessment, technology, policy, and advocacy. Dr. Dye holds degrees from the University of Illinois at Urbana-Champaign (Ed.D.), Columbus State University (M.M.), and Texas Lutheran University (B.M.).

Prior to his appointment at MTSU, Dye was a Visiting Lecturer in Music Education at the Indiana University Jacobs School of Music, teaching undergraduate and graduate coursework and supervising student teachers. He also served as a graduate teaching assistant with the University Bands and Music Education divisions at the University of Illinois, directing concert and basketball bands, assisted with the Marching Illini, and taught coursework in conducting, pedagogy, and field experience. Dye also taught for several years as a middle school and high school band director in the Frenship Independent School District in Wolfforth, TX.

Dye is an active researcher in music education policy and instrumental music pedagogy, presenting papers and clinics at numerous national and state conferences. Recent publications include articles in the Journal of Music Teacher Education, Psychology of Music, and the Bulletin of the Council for Research in Music Education. He currently serves the Tennessee Music Education Association as Advocacy and Government Relations Chair and is Tennessee's representative to the National Association for Music Education Advocacy Leadership Force and Advocacy Leadership Initiative. Dye is an Advisory Committee member for Music Makes Us, the public/private partnership supporting music education in Metro Nashville Public Schools. He resides in Murfreesboro with his wife Brittany, a senior manager in insurance, and their two sons, Alexander and Matthew.

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Aguilar, C. E. & Dye, C. K. (2020). Developing Music Education Policy Wonks: Preservice Music Education and Policy. Journal of Music Teacher Education, 29(2), 78–88. DOI: https://doi.org/10.1177/1057083719885335

Dye, C. K. (2019). Weakley Arts Can: A Model for Rural Arts Advocacy. Tennessee Musician, 72(1), 15-17.

Dye, C. K. (2018). Descriptive profile and survey of alternatively certified Texas music educators. Journal of Music Teacher Education, 27(3), 24-37. DOI: https://doi.org/10.1177/1057083717731769

Miksza, P., Tan. L., & Dye, C. (2016). Achievement motivation for band: A cross-cultural examination of the 2 × 2 achievement goal motivation framework. Psychology of Music, 44(6), 1372-1388. DOI: https://doi.org/10.1177/0305735616628659

Dye, C. K. & Richerme, L. K. (2016). Indiana music educators and policy: An examination of awareness, engagement, trust, and efficacy. Bulletin of the Council for Research in Music Education, (206), 7-21. DOI: https://www.doi.org/10.5406/bulcouresmusedu.206.0007 

Dye, C. K. (2016). Seizing the opportunities of the Every Student Succeeds Act. Tennessee Musician, 68(3), 12-13. 

Dye, C. K. (2014). Demographic profile and survey of alternatively certified Texas music educators: Experiences, perceptions, and policy implications. (Doctoral dissertation). Retrieved from http://hdl.handle.net/2142/72890 

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