Items where Subject is "Music Education"

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Number of items at this level: 155.

A

Alessandri, E. (2014) Evaluating recorded performance: an investigation of music criticism through Gramophone reviews of Beethoven piano sonata recordings. Doctoral thesis, Royal College of Music.

Aljabri, K. (2017) Exploring strategies for developing Western classical music education in the Sultanate of Oman. Doctoral thesis, Royal College of Music.

Antonini Philippe, R. and Kosirnik, C. and Vuichoud, N. and Clark, T. and Williamon, A. and McPherson, G. E. (2020) Conservatory musicians’ temporal organization and self-regulation processes in preparing for a music exam. Frontiers in Psychology, 11 (89). pp. 1-12. ISSN 1664-1078

Araújo, L. and Wasley, D. and Perkins, R. and Atkins, L. and Redding, E. and Ginsborg, J. and Williamon, A. (2017) Fit to perform: an investigation of higher education music students’ perceptions, attitudes, and behaviors toward health. Frontiers in Psychology, 8 (1558). pp. 1-19. ISSN 1664-1078

Ascenso, S. and Williamon, A. and Perkins, R. (2016) Understanding the wellbeing of professional musicians through the lens of positive psychology. Psychology of Music, 45 (1). pp. 65-81. ISSN 0305-7356 (print) 1741-3087 (online)

Aufegger, L. (2016) The investigation of musicians’ physiological and psychological responses to performance stress. Doctoral thesis, Royal College of Music.

Aufegger, L. and Perkins, R. and Wasley, D. and Williamon, A. (2016) Musicians’ perceptions and experiences of using simulation training to develop performance skills. Psychology of Music, 45 (3). pp. 417-431. ISSN 0305-7356 (print) 1741-3087 (online)

B

Burnard, P. and Osgood, J. and Huhtinen-Hildén, L. and Elwick, A. and Pitt, J. (2018) MUSICEUM: museums as spaces for early childhood music-making: a mapping exercise: report to the Research Committee, University of Cambridge Faculty of Education. Project Report. Centre for Education Research and Scholarship, Middlesex.

C

Camlin, D. A. (2018) Assessing quality in socially engaged musical performances. In: Reflective Conservatoire Conference 2018: Artists as Citizens, 20-23 February 2018, Guildhall School of Music & Drama. (Unpublished)

Camlin, D. A. (2017) Beyond binaries. In: Music and Ideas: What Do Excellence and Inclusion Really Mean?, 21 September 2017, Royal College of Music, London. (Unpublished)

Camlin, D. A. (2017) Dave Camlin: case study. In: Engaging in Community Music: An Introduction. Routledge, Abingdon. ISBN 9781138638167 (hardback) 9781138638174 (paperback) 9781315637952 (e-book)

Camlin, D. A. (2018) Dialogic space. In: The Freedom Room: Symposium on Socially Engaged Arts, 23-25 May 2018, University of Bergen, Norway. (Unpublished)

Camlin, D. A. (2016) Libraries gave us power. In: International Centre for Community Music Student Research Conference, November 2016, York St. John University, York. (Unpublished)

Camlin, D. A. (2021) Mind the gap! In: Community Music at the Boundaries. Wilfrid Laurier University Press, Waterloo, Ontario, Canada. ISBN 9781771124577 (paperback) (In Press)

Camlin, D. A. (2018) Songs on the summits 1918-2018. The National Trust, UK.

Camlin, D. A. (2017) Sustaining a ‘portfolio’ career in music. In: Walking the Boundaries, Bridging the Gaps: International Community Music Conference, 11-13 May 2017, Wilfrid Laurier University, Waterloo, Ontario, Canada. (Unpublished)

Camlin, D. A. (2015) ‘This is my truth, now tell me yours’: emphasizing dialogue within participatory music. International Journal of Community Music, 8 (3). pp. 233-257. ISSN 1752-6299 (print) 1752-6302 (online)

Camlin, D. A. (2019) What's love got to do with it? [keynote presentation]. In: International Fjord Summer School 2019, 17-20 June 2019, Bergen. (Unpublished)

Camlin, D. A. (2014) Whose quality is it anyway? Inhabiting the creative tension between presentational and participatory music. Journal of Arts & Communities, 6 (2-3). pp. 99-118. ISSN 1757-1936 (print) 1757-1944 (online)

Camlin, D. A. (2017) Wir singen von Rechten, die wir nicht haben Dissens und Dialog in der Community Music [Singing the rights we do not possess: the rights of community music]. In: Community Music: Beiträge zur Theorie und Praxis aus internationaler und deutscher Perspektive. Waxmann, Münster, Germany, pp. 137-147. ISBN 978-3-8309-3456-1 (paperback) 9783830984566 (e-book)

Camlin, D. A. and Zeserson, K. (2018) Becoming a community musician: a situated approach to curriculum, content, and assessment. In: The Oxford Handbook of Community Music. Oxford Handbooks . Oxford University Press, Oxford, pp. 711-733. ISBN 9780190219505 (hardback) 9780190861483 (e-book)

Charlston, T. (2019) Clavichord initiatives at the Royal College of Music, London. The British Clavichord Society Newsletter (74). pp. 41-42. ISSN 1359-5105 (print)

Charlston, T. (2018) Curating counterpoint: the lyrical imagination and the performance of Johann Jacob Froberger's legacy. [Video]

Charlston, T. (2019) Patterns of play: Orlando Gibbons, Simon Lohet and J. S. Bach’s Fugue in E major BWV 878/2. Part I. Clavichord International, 23 (2). pp. 39-48. ISSN 1387-0882

Charlston, T. (2020) Patterns of play: Orlando Gibbons, Simon Lohet, and J. S. Bach’s Fugue in E Major BWV 878/2. Part II. Clavichord International, 24 (1). pp. 7-14. ISSN 1387-0882

Charlston, T. (2017) Playing from open score 2: Kerll’s Ricercata for a barrel organ. The British Clavichord Society Newsletter (67). pp. 3-8. ISSN 1359-5105 (print)

Clark, T. and Holmes, P. and Feeley, G. and Redding, E. (2013) Pointing to performance ability: examining hypermobility and proprioception in musicians. In: International Symposium on Performance Science 2013, 23-31 August 2013, Austria.

Clark, T. and Holmes, P. and Feeley, G. and Redding, E. (2011) The role and value of implementing health screening programs within music conservatoires. In: International Symposium on Performance Science 2011, 24-27 August 2011, Canada.

Clark, T. and Lisboa, T. (2013) Training for sustained performance: moving toward long-term musician development. Medical Problems of Performing Artists, 28. pp. 159-168. ISSN 0885-1158

Clark, T. and Lisboa, T. and Williamon, A. (2014) Learning to be an instrumental musician. In: Advanced Musical Performance: Investigations in Higher Education Learning. SEMPRE Studies in the Psychology of Music . Ashgate, London, pp. 287-300. ISBN 9781409436898

Clark, T. and Williamon, A. (2015) Applications within performance psychology. In: Performance Psychology: A Scientific Guide across Perception, Action, Cognition, and Emotion. Academic Press, London, pp. 45-63. ISBN 9780128033777 (hardcover) 9780128033913 (e-book)

Clark, T. and Williamon, A. (2009) Developing evidence-based interventions to enhance performance. In: International Symposium on Performance Science 2009, 15-18 December 2009, New Zealand.

Clark, T. and Williamon, A. (2011) Evaluation of a mental skills training program for musicians. Journal of Applied Sport Psychology, 23. pp. 342-359. ISSN 1041-3200 (print) 1533-1571 (online)

Clark, T. and Williamon, A. (2009) Imaging the music: a context-specific method for assessing imagery ability. In: International Symposium on Performance Science 2009, New Zealand.

Clark, T. and Williamon, A. (2012) Imagining the music: methods for assessing musical imagery ability. Psychology of Music, 40. pp. 471-493. ISSN 0305-7356 (print) 1741-3087 (online)

Clark, T. and Williamon, A. and Redding, E. (2013) The value of health screening in music conservatoires. Clinical Rheumatology, 32. pp. 497-500. ISSN 0770-3198 (print) 1434-9949 (online)

Connor, M. and Meyn, N. (2009) Acting for singers: a workshop with actors and singers at the Guildhall School of Music and Drama, London. [Video]

Crowell, G. and Charlston, T. (2018) An interview with Terence Charlston. Clavichord International, 22 (2). pp. 38-44. ISSN 1387-0882

D

Demos, A. P. and Lisboa, T. and Begosh, K. T. and Logan, T. and Chaffin, R. (2020) A longitudinal study of the development of expressive timing. Psychology of Music, 48 (1). pp. 50-66. ISSN 0305-7356 (print) 1741-3087 (online)

Dudgeon, R. T. and Eastop, P. and Herbert, T. and Wallace, J. (1997) Playing, learning and teaching brass. In: The Cambridge Companion to Brass Instruments. Cambridge Companions to Music . Cambridge University Press, Cambridge, pp. 193-206. ISBN 9780521565226 (paperback) 9781139002035 (e-book)

E

Elwick, A. and Burnard, P. and Huhtinen-Hildén, L. and Osgood, J. and Pitt, J. (2019) Young children’s experiences of music and soundings in museum spaces: lessons, trends and turns from the literature. Journal of Early Childhood Research. ISSN 1476-718X (print) 1741-2927 (online)

F

Fautley, M. and Coll, H. and Henley, J. (2011) Report into the Wider Opportunities continuing professional development programme provided by Trinity Guildhall and The Open University. Birmingham City University, Birmingham.

G

Ginsborg, J. and Spahn, C. and Williamon, A. (2012) Health promotion in higher music education. In: Music, Health, and Wellbeing. Oxford University Press, Oxford, pp. 356-366. ISBN 9780199686827

Girdzijauskienė, R. and Stakelum, M. (2017) Introduction. In: Creativity and innovation. European Perspectives on Music Education (7). Helbling, Innsbruck. ISBN 9783990357514

Guillaumier, C. (2016) Reflection as creative process: perspectives, challenges and practice. Arts and Humanities in Higher Education, 15 (3-4). pp. 353-363. ISSN 1474-0222 (print) 1741-265X (online)

Guillaumier, C. and Slater, R. and Argondizza, P. (2016) Recontextualised learning through embedded creativity: developing a module that applies historically informed performance practice to Baroque music. In: Creative teaching for creative learning in higher music education. SEMPRE studies in the psychology of music . Routledge, Abingdon, pp. 186-197. ISBN 9781472455918 (hardback) 9781138504998 (paperback) 9781315574714 (e-book)

H

Henley, J. (2015) Music: naturally inclusive, potentially exclusive? In: Inclusive Pedagogy Across the Curriculum. International Perspectives on Inclusive Education (7). Emerald, Bingley, UK, pp. 161-186. ISBN ISSN: 1479-3636

Henley, J. (2018) Who is qualified to teach music? A provocation given in response to a symposium on music education and avocational music making. Royal College of Music. (Unpublished)

Henley, J. (2016) Young offenders. In: The Routledge Companion to Music, Technology, and Education. Routledge, Farnham, pp. 192-207. ISBN 9781138921382

Henley, J. (2018) A challenge to assumptions of the transformative power of music. Royal College of Music. (Unpublished)

Henley, J. (2017) The musical lives of self-confessed non-musicians. In: The Oxford Handbook of Music Making and Leisure. Oxford University Press, Oxford, pp. 203-222. ISBN 9780190244705

Henley, J. and Cohen, M. L. (2014) Constructing personal narratives around key musical events: redefining identities and attitudes within and outside of prison music. In: CMA XIV Listening to the world: Experiencing and Connecting the Knowledge from Community Music, 15-18 July 2014, Salvador, Brazil.

Henley, J. and Hilton, C. (2015) EYFS: the amazing Alice the camel, KS1: surround sound, KS2: chocoholics. [Teaching Resource]

Henley, J. and Hilton, C. (2015) Sound Symmetry for KS1. [Teaching Resource]

Henley, J. and Hilton, C. and Newell, R. and Wakeling, K. (2015) 'Alice and her mathematical musical humps!' and 'High score!'. [Teaching Resource]

Herbert, T. (2012) Music in words: a guide to researching and writing about music, 2nd edition. Associated Board of the Royal Schools of Music, London. ISBN 9781848491007

Herbert, T. (2002) Wind instruments. In: A performer's guide to music of the Romantic period. Performer's guides . Associated Board of the Royal Schools of Music, London, pp. 57-69. ISBN 9781860961946

Huang, W. L. (2019) An investigation into Taiwanese music college students' self-management of musical performance anxiety. Doctoral thesis, Royal College of Music.

Huhtinen-Hildén, L. and Pitt, J. (2018) Taking a learner-centred approach to music education. Routledge, Abingdon. ISBN 9781138695597 (hardback) 9781138695627 (paperback) 9781315526539 (e-book)

J

Jónasson, P. and Lisboa, T. (2019) Professional musicians as researchers: leading changes through a study on memorisation. In: Leadership of Pedagogy and Curriculum in Higher Music Education. ISME Global Perspectives in Music Education (2). Routledge, Abingdon. ISBN 9780367077327

K

Kawabata, M. (2010) Remembering an inspirational Russian violinist and pedagogue. Strings, 24 (12:183). pp. 19-20. ISSN 0888-3106

Kelly, J. and Meyn, N. (2011) History of vocal teaching II: singing in English - a session with Catherine Lambert Hon. R.C.M. [Video]

Korte, M. and Perkins, R. and Williamon, A. (2013) Learning to perform in older adulthood: implications for physical and mental wellbeing. In: International Symposium on Performance Science 2013, 23-31 August 2013, Austria.

L

Lapshin, K. (2019) Expressive inflection: applying the principles of Sergey Rachmaninoff’s performance in my own practice. Doctoral thesis, Royal College of Music.

Lisboa, T. and Chaffin, R. and Demos, A. P. (2013) Recording thoughts as an aid to memorization: a case study. In: International Symposium on Performance Science 2013, 23-31 August 2013, Austria.

Lisboa, T. and Chaffin, R. and Logan, T. (2009) How memory fades: very-long-term recall of Bach. In: International Symposium on Performance Science 2009, 15-18 December 2009, New Zealand.

Lisboa, T. and Chaffin, R. and Logan, T. and Begosh, K. T. (2007) Variability and automaticity in highly practiced cello performance. In: International Symposium on Performance Science 2007, 22-23 November 2007, Portugal.

Lisboa, T. and Demos, A. P. and Chaffin, R. (2018) Training thought and action for virtuoso performance. Musicae Scientiae, 22 (4). pp. 519-538. ISSN 1029-8649 (print) 2045-4147 (online)

Lisboa, T. and Jónasson, P. and Johnson, C. (2020) Synchronous online learning, teaching, and performing. In: The Oxford Handbook of Music Performance. Oxford University Press, Oxford. (In Press)

Loges, N. and Lawson, C. (2012) The teaching of performance. In: The Cambridge history of musical performance. The Cambridge History of Music . Cambridge University Press, Cambridge, pp. 135-168. ISBN 9780521896115 (hardback) 9781316183229 (e-book)

M

Masaki, M. and Hechler, P. and Gadbois, S. and Waddell, G. (2011) Piano performance assessment: video feedback and the Quality Assessment in Music Performance Inventory (QAMPI). In: International Symposium on Performance Science 2011, 24-27 August 2011, Canada.

McPherson, G. E. and Williamon, A. (2015) Building gifts into musical talents. In: The Child as Musician: A Handbook of Musical Development (second edition). Oxford University Press, Oxford, pp. 340-360. ISBN 9780198744443

McPherson, G. E. and Williamon, A. (2006) Giftedness and talent. In: The Child as Musician: A Handbook of Musical Development. Oxford University Press, Oxford, pp. 239-256. ISBN 978-0198530329

Meyn, N. (2010) History of vocal teaching III: my building blocks of singing - Laura Sarti. [Video]

Meyn, N. and Breinl, J. (2017) English songs by Karl Rankl. In: Workshop, 21-22 October 2017, Austrian Cultural Forum, London. (Unpublished)

Morgan, R. and Charlston, T. and Rolton, A. (2007) An interview with Terence Charlston and Alexander Rolton. Music Teacher. p. 17. ISSN 0027-4461 (print) 2632-8658 (online)

P

Pearson, I. E. (2014) Research degrees in the conservatoire context: reconciling practice and theory. In: Research and Research Education in Music Performance and Pedagogy. Landscapes: the Arts, Aesthetics, and Education, 11 . Springer, Switzerland, pp. 65-76. ISBN 9789400774353

Perkins, R. (2009) The learning cultures of performance: applying a cultural theory of learning to conservatoire research. In: International Symposium on Performance Science 2009, 15-18 December 2009, New Zealand.

Perkins, R. and Aufegger, L. and Williamon, A. (2014) Learning through teaching: exploring what conservatoire students learn from teaching beginner older adults. International Journal of Music Education, 33 (1). pp. 80-90. ISSN 0255-7614 (print) 1744-795X (online)

Perkins, R. and Reid, H. and Araújo, L. and Clark, T. and Williamon, A. (2017) Perceived enablers and barriers to optimal health among music students: a qualitative study in the music conservatoire setting. Frontiers in Psychology, 8 (968). pp. 1-15. ISSN 1664-1078

Perkins, R. and Williamon, A. (2011) ‘I kind of get lost in it’: experiences of learning to perform music in older adulthood. In: International Symposium on Performance Science 2011, 24-27 August 2011, Canada.

Perkins, R. and Yorke, S. and Fancourt, D. (2018) Learning to facilitate arts-in-health programmes: a case study of musicians facilitating creative interventions for mothers with symptoms of postnatal depression. International Journal of Music Education, 36 (4). pp. 644-658. ISSN 0255-7614 (print) 1744-795X (online)

Pitt, J. (2018) Book review: 'Art, artists and pedagogy: philosophy and the arts in education' edited by Christopher Naughton, Gert Biesta, and David R. Cole. British Journal of Music Education, 35 (2). pp. 217-218. ISSN 0265-0517 (print), 1469-2104 (online)

Pitt, J. (2020) Communicating through musical play: combining speech and language therapy practices with those of early childhood music education – the SALTMusic approach. Music Education Research, 22 (1). pp. 68-86. ISSN 1461-3808 (print) 1469-9893 (online)

Pitt, J. (2019) “It’s about how we move together, and how we influence each other’s practice”: the actions in Action Research that helped build a SALTMusic community of practice. In: Music Educators and Researchers of Young Children (MERYC) Conference, 26-30 March 2019, Belgium. (Unpublished)

Pitt, J. (2014) Learning & development: music - part 3 - in tune. Nursery World, 2010 (11). ISSN 0029-6422 (print) 2059-9358 (online)

Pitt, J. (2018) Tri-borough Early Years Music Consortium (Tri-Music Together) Evaluation Report. Project Report. Youth Music, London.

Pitt, J. and Arculus, C. (2018) SALTMusic Research Report. Project Report. Youth Music, Great Yarmouth.

Pitt, J. and Hargreaves, D. J. (2016) Attitudes towards and perceptions of the rationale for parent–child group music making with young children. Music Education Research, 19 (3). pp. 292-308. ISSN 1461-3808 (print) 1469-9893 (online)

Pitt, J. and Hargreaves, D. J. (2017) Exploring the rationale for group music activities for parents and young children: parents’ and practitioners’ perspectives. Research Studies in Music Education, 39 (2). pp. 177-194. ISSN 1321-103X (print) 1834-5530 (online)

Pitt, J. and Welch, G. F. (2020) Music in early education and care settings for communication and language support. In: The Oxford handbook of early childhood music learning and development. Oxford University Press, Oxford. (In Press)

R

Razumovskaya, M. (2014) Heinrich Neuhaus: aesthetics and philosophy of an interpretation. Doctoral thesis, Royal College of Music.

Ritchie, L. and Williamon, A. (2007) Measuring self-efficacy in music. In: International Symposium on Performance Science 2007, 22-23 November 2007, Portugal.

S

Schiavio, A. and Küssner, M. B. and Williamon, A. (2020) Music teachers’ perspectives and experiences of ensemble and learning skills. Frontiers in Psychology, 11 (291). pp. 1-11. ISSN 1664-1078

Smith, R. L. (2018) Choron, Alexandre (-Étienne). In: The Cambridge Encyclopedia of Historical Performance in Music. Cambridge University Press, Cambridge, pp. 127-128. ISBN 9781107108080 (hardback) 9781108698573 (e-book)

Smith, R. L. (2018) Indy, (Paul-Marie-Théodore-) Vincent d’. In: The Cambridge Encyclopedia of Historical Performance in Music. Cambridge University Press, Cambridge, p. 328. ISBN 9781107108080 (hardback) 9781108698573 (e-book)

Smith, R. L. (2018) Paris Conservatoire (Conservatoire de Paris). In: The Cambridge Encyclopedia of Historical Performance in Music. Cambridge University Press, Cambridge, pp. 470-472. ISBN 9781107108080 (hardback) 9781108698573 (e-book)

Stahl, G. and Burnard, P. and Perkins, R. (2017) Critical reflections on the use of Bourdieu's tools 'in concert' to understand the practices of learning in three musical sites. Sociological Research Online, 22 (3). pp. 57-77. ISSN 1360-7804

Stakelum, M. (2010) Assessment practices at primary school: lessons from the past. In: 18th EAS Congress, 26-29 April 2010, Abant Ýzzet Baysal University, Turkey. (Unpublished)

Stakelum, M. (2013) Book review: 'Music and the mind: essays in honour of John Sloboda' ed. Irène Deliège and Jane Davidson. Music Education Research, 15 (1). pp. 125-128. ISSN 1461-3808 (print) 1469-9893 (online)

Stakelum, M. (2013) Book review: 'Music education in England, 1950-2010: the child-centred progressive tradition' by John Finney. Journal of the Society for Musicology in Ireland, 8. pp. 105-108. ISSN 1649-7341 (online)

Stakelum, M. (2013) Book review: 'Musical understandings and other essays on the philosophy of music' by Stephen Davies. Psychology of Music, 41 (1). pp. 133-135. ISSN 0305-7356 (print) 1741-3087 (online)

Stakelum, M. (2009) Book review: 'Ways into music: making every child's music matter' ed. Helen Coll and John Finney. Music Education Research, 11 (1). pp. 125-127. ISSN 1461-3808 (print) 1469-9893 (online)

Stakelum, M. (2014) Boundaries and bridges: the influence of James Cooksey Culwick on the development of the teaching and learning of music in 19th-century Ireland. International Journal of Music Education, 32 (4). pp. 409-421. ISSN 0255-7614 (print) 1744-795X (online)

Stakelum, M. (2008) Creating a musical world in the classroom: application of a Bourdieuan approach towards understanding teacher practice. British Journal of Music Education, 25 (1). pp. 91-102. ISSN 0265-0517 (print), 1469-2104 (online)

Stakelum, M. (2007) Creativity and the young musician. In: 11th Post Primary Music Teachers Association of Ireland Annual Conference, October 2007, Cork, Ireland. (Unpublished)

Stakelum, M. (2017) Exploring music education as transmission, transformation and replication. In: International Symposium of Ethnographies of Musical Heritage, 21-24 November 2017, Universidade Federal de Pelotas, Brasil. (Unpublished)

Stakelum, M. (2015) Harnessing the everyday use of technology to create inclusive musical interactions in the classroom. In: Every learner counts: democracy and inclusion in music education. European Perspectives on Music Education (4). Helbling, Innsbruck. ISBN 9783990353813

Stakelum, M. (2012) James Cooksey Culwick and the development of the teaching and learning of music in nineteenth-century Ireland. In: Documents of Irish Music History in the Long Nineteenth Century: National and International Contexts, 27 April 2012, University of Limerick, Ireland. (Unpublished)

Stakelum, M. (2019) James Cooksey Culwick: the rudiments of music (1882). In: Documents of Irish music history in the long nineteenth century. Irish Musical Studies (12). Four Courts Press, Dublin, pp. 75-84. ISBN 9781846827242

Stakelum, M. (2013) 'James Culwick', 'Victor Herbert', 'Kodály Method', 'Suzuki Method', 'Association of Irish Choirs', 'Culwick Choral Society' and 'St James Gate Choir'. In: The Encyclopaedia of Music in Ireland. University College Dublin Press, Dublin. ISBN 9781906359782 (hardback)

Stakelum, M. (2007) Music education in UK and Japan: a comparative study on teacher practice in music at primary level. In: 5th International Research in Music Education (RIME) Conference, 10-14 April 2007, Exeter, UK. (Unpublished)

Stakelum, M. (2008) Primary music education: the misrepresentation of the ideals of curricula in research. Irish Educational Studies, 27 (3). pp. 281-293. ISSN 0332-3315 (print) 1747-4965 (online)

Stakelum, M. (2005) Some observations on research in music education in the primary school. In: 30th Annual ESAI Conference, 10-12 March 2005, Cork, Ireland. (Unpublished)

Stakelum, M. (2006) Transmission, transformation and replication in teacher practice: report of a case study. In: 27th World Conference of the International Society for Music Education, 16-21 July 2006, Kuala Lumpur, Malaysia. (Unpublished)

Stakelum, M. (2005) Untitled: a piece for thinking musicians and music educators. In: Teaching the Unteachable? The Role of Composition in Music Education, 29 January 2005, Waterford, Ireland. (Unpublished)

Stakelum, M. (2011) An analysis of verbal responses to music in a group of adult non-specialists. Music Education Research, 13 (2). pp. 173-197. ISSN 1461-3808 (print) 1469-9893 (online)

Stakelum, M. (2012) An analysis of verbal responses to music in a group of adult non-specialists. In: Music Education Volume III: Music Teaching and Learning. Major Themes in Education . Routledge, Abingdon, pp. 397-424. ISBN 9780415693356 (hardback)

Stakelum, M. (2017) The business of music: creativity and innovation in the classroom. In: Creativity and innovation. European Perspectives on Music Education (7). Helbling, Innsbruck, pp. 105-120. ISBN 9783990357514

Stakelum, M. (2010) A commentary on assessment practices in music education at primary level in England: are there lessons to learn from the past? In: Music and music education within the context of socio-cultural changes. Series of Cultural Books (5). Müsik Eğitimi Publications, Ankara, pp. 443-450. ISBN 9786056155727

Stakelum, M. (2008) The impact of music technology on the teaching and learning of music - an exploratory study. In: 13th International Creativity Conference: Creatology as a Complex Research on Creativity, 7-8 November 2008, Riga, Latvia. (Unpublished)

Stakelum, M. (2010) A language for practice: studying the impact of music technology on teaching and learning music. In: 29th ISME World Conference: Harmony and the World Future, 1-6 August 2010, Beijing, China. (Unpublished)

Stakelum, M. (2008) A piece for music educators and thinking musicians. In: Teaching the unteachable: the role of composition in music education. Orpheus Publications, Waterford Institute of Technology, Waterford, Ireland. ISBN 9780955971709

Stakelum, M. (2004) A song to sweeten Ireland's wrong: music education and the celtic revival. In: The Irish Revival reappraised. Four Courts Press, Dublin, pp. 71-82. ISBN 9781851827572

Stakelum, M. and Baker, D. (2013) The MaPS project: mapping teacher conceptions of musical development. In: Developing the musician: perspectives on practice in contemporary settings. SEMPRE Studies in the Psychology of Music . Ashgate, Aldershot, pp. 135-154. ISBN 9781409450177 (hardback) 9781138255920 (paperback) 9781315576855 (e-book)

Stakelum, M. and Baker, D. (2012) Music and primary schools: conceptions of musical ability held by primary teachers. In: 30th ISME World Conference on Music Education, 15-20 July 2012, Thessaloniki, Greece. (Unpublished)

T

Thormählen, W. (2010) Playing with art: musical arrangements as educational tools in van Swieten's Vienna. Journal of Musicology, 27 (3). pp. 342-376. ISSN 0277-9269 (print) 1533-8347 (online)

V

Volioti, G. and Williamon, A. (2020) Performers’ discourses on listening to recordings. Research Studies in Music Education. ISSN 1321-103X (print) 1834-5530 (online)

Volioti, G. and Williamon, A. (2016) Recordings as learning and practising resources for performance: exploring attitudes and behaviours of music students and professionals. Musicae Scientiae, 21 (4). pp. 499-523. ISSN 1029-8649 (print) 2045-4147 (online)

W

Waddell, G. (2019) Time to decide: a study of evaluative decision-making in music performance. Doctoral thesis, Royal College of Music.

Waddell, G. and Perkins, R. and Williamon, A. (2019) The Evaluation Simulator: a new approach to training music performance assessment. Frontiers in Psychology, 10 (557). pp. 1-17. ISSN 1664-1078

Waddell, G. and Williamon, A. (2019) Technology use and attitudes in music learning. Frontiers in ICT, 6 (11). pp. 1-14. ISSN 2297-198X

Wasley, D. and Williamon, A. and Taylor, A. (2011) A comparison of music performance anxiety to a laboratory stressor. In: International Symposium on Performance Science 2011, 24-27 August 2011, Canada.

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Wright, D. C. H. (1993) Book review: 'Harvard composers: Walter Piston and his students, from Elliott Carter to Frederic Rzewski' by Howard Pollack. The Musical Times, 134 (1804). p. 340. ISSN 0027-4666 (print) 2397-5318 (online)

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This list was generated on Fri Sep 25 03:04:43 2020 BST.