About UAlberta's Augustana Campus


Milton Schlosser


Augustana Campus

Fine Arts

About Me

Milton Schlosser is a noted pianist and award-winning music professor at Canada’s University of Alberta. The Toronto Star’s review of Milton’s latest CD exemplifies the type of artistry he is known for, acclaiming his playing for its "emotionally expressive, powerfully intimate journeys through beautiful harmonies and counterpoint.” In 2007, Milton was awarded a prestigious McCalla Professorship for his significant contributions to research, teaching, and learning at the University of Alberta. Based at the university’s Augustana Campus in Camrose, he has also taught graduate-level piano pedagogy courses in Edmonton.

Milton performs in live and broadcast performances as solo recitalist, collaborative pianist, and soloist with orchestra. Recent solo recital engagements have taken him to China, Ireland, France, Germany, the US, and Japan. He has released five recordings that feature him as a soloist and collaborative pianist performing pieces drawn from the nineteenth to twenty-first centuries. Two of the recordings highlight works by renowned American composer Frederic Rzewski, including one piece commissioned by Milton. In 2017, he will première another commissioned work by Rzewski. He holds a Doctor of Music degree in piano performance from the University of Alberta, where his primary mentors were Robert Stangeland, Gerhard Krapf, G.E. (Ted) Lincoln, and Stéphane Lemelin.

Alongside his activities as a performer, Milton is a published researcher and composer. Two recent publications serve to illustrate his diverse interests. “Music, the Liberal Arts, and Rural Identity: The Not-So-Straight-Road” appears in the book Roads Taken: The Professorial life, Scholarship in Place, and the Public Good (2014). The chapter traces Milton’s career and the distinctive, quality teaching that can occur on a smaller-sized liberal arts campus in a rural location. “Minding the music: Neuroscience, video recording, and the pianist” is found in the International Journal of Music Education (2011). The article offers best practices in the use of digital video equipment by pianists through the examination of intersections between neuroscience, contemplative studies, and sport psychology.

Visit www.miltonschlosser.com for further information and videos.


“Music, the Liberal Arts, and Rural Identity:
The Not-So-Straight Road.”
Published in the book Roads Taken: The Professorial Life, Scholarship in Place, and the Public Good (Truman State University Press, 2014).

Publisher’s Description
Public liberal arts colleges are higher education’s gems, yet their intimate campus settings and locations outside of the intellectual-cultural capitals challenge the traditional rhythm of academic careers. Professors trained at elite research institutions, usually located in large urban centers, must adapt to the holistic undergraduate education emphasized at colleges often located in smaller communities. The authors in this collection serve as pathfinders and exemplars for academic careers that integrate teaching, scholarship, and citizenship, rooted in place. Their stories demonstrate that the noblest traditions of higher education might be lived out most meaningfully on small, liberal arts campuses.

The essays in this volume paint a realistic portrait of the life of the faculty in public arts colleges in the twenty-first century, with all of its inherent joys and trials. They also illustrate the dilemma of the young PhD: Follow in the footsteps of the graduate mentor or seek—or at least accept—a divergent path. An excellent case is made for the latter, and an equally strong case for the significance of the public liberal arts professoriate—and the institutions it serves.
—Julius Erlenbach, Chancellor Emeritus, University of Wisconsin–Superior

Available from Truman State University Press and Amazon.ca

“Minding the music: Neuroscience, video recording, and the pianist.”
Published by the International Journal of Music Education (November 2011).


Research in music education asserts that video review by performers facilitates self-directed learning and transforms performing. Yet, certain videos may be traumatic for musicians to view; those who perceive themselves as failing or experience performance-related failures are prone to feelings of distress and sadness that can negatively affect their music-making and well-being. In this study, the reactions of nine Canadian undergraduate pianists to reviewing themselves regularly on video are examined. The study was designed in two parts: first of all, to track the effects of watching self-referent videos of piano lessons and other performances; second, to highlight student responses to a Recital Review Protocol (RRP). The RRP was designed with instructors and students in mind, incorporating neuroscience strategies to reverse blood flow patterns in areas of the brain responsible for negative mood induction. The results from the first part of the study point to how regular video analysis is able to shift initial negative perceptions and transform practicing and performing. The findings from the second part indicate that more attention needs to be paid to students by instructors immediately after performances.

Available at Sage Journals