Items where Subject is "Music Education"

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). ISSN 1664-1078

Ap Siôn, P. and Lovelock, J. and Whitfield, S. K. (2019) Rock & pop, musical theatre and jazz – appraising popular music [companion text to A/AS level music WJEC]. Atebol, Aberystwyth. ISBN 9781913245276

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). ISSN 1664-1078

Araújo, L. and Wasley, D. and Perkins, R. and Atkins, L. and Redding, E. and Ginsborg, J. and Williamon, A. (2018) Music students' perceptions, attitudes and behaviours toward health. [Video]

Ascenso, S. and McCormick, J. and Perkins, R. (2019) Leadership in the transition from music student to professional musician: the Civic Orchestra of Chicago Fellowship. In: Leadership of Pedagogy and Curriculum in Higher Music Education. Routledge, pp. 18-38. ISBN 9780367077327 (hardback) 9780367077334 (paperback) 9780429022418 (e-book)

Ascenso, S. and Williamon, A. and Perkins, R. (2017) 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. (2017) 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)

Austen, C. (2020) 'I’m not injured, this is just my life': an exploration of the experiences of conservatoire students with chronic playing-related musculoskeletal disorders. Masters thesis, Royal College of Music.

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Barton, D. C. M. (2020) The autonomy of private instrumental teachers: its effect on valid knowledge construction, curriculum design, and quality of teaching and learning. Doctoral thesis, Royal College of Music.

Betts, N. (2020) The personal and social impact of non-accredited music education in prison: a transformative mixed methods approach to research in custodial settings. Masters thesis, Royal College of Music.

Bradford, N. (2021) What is the effect of active music participation on well-being among adults with Down's syndrome? Doctoral thesis, Royal College of Music.

Brizzi, M. and Waddell, G. and Williamon, A. (2023) Specialist support for performers: counselling psychologist. [Video]

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.

Burt, R. (2007) Preschool children’s emotional responses to music: a window into learning in the early years. In: Listen to Their Voices: Research and Practice in Early Childhood Music. Canadian Music Educators’ Association, pp. 126-139. ISBN 0-920630-13-6

Burt, R. and Mills, J. (2006) Taking the plunge: the hopes and fears of students as they begin music college. British Journal of Music Education, 23 (1) pp. 51-73. ISSN 0265-0517 (print) 1469-2104 (online)

Burt, R. and Oakes, L. and Mills, J. (2006) Working in music: the trombonist. Research Perspectives in Music Education, 10 (1) pp. 27-43. ISSN 1947-7457

Burt-Perkins, R. (2008) Students at a UK conservatoire of music: working towards a ‘diverse employment portfolio’? In: Inside, Outside, Downside Up: Conservatoire Training and Musicians' Work. Black Swan Press, pp. 49-60. ISBN 9780975751961

Burt-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.

Burt-Perkins, R. and Mills, J. (2009) Pitching it right? Selection and learning at a music conservatoire. British Educational Research Journal, 35 (6) pp. 817-835. ISSN 1469-3518 (online)

Burt-Perkins, R. and Mills, J. (2008) The role of chamber music in learning to perform: a case study. Music Performance Research, 2 pp. 26-35. ISSN 1755-9219 (online)

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. (2022) Encounters with participatory music. In: The Chamber Musician in the Twenty-First Century. MDPI, Basel, pp. 43-72. ISBN 978-3-03897-562-5 (hardback) 978-3-03897-563-2 (PDF)

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)

Camlin, D. A. (2017) Music in three dimensions: an integrative perspective on the aesthetic, praxial and social dimensions of music. In: International Society for Music Education World Conference, 25-29 July 2016, Glasgow.

Camlin, D. A. (2023) Music making and civic imagination: a holistic philosophy. Music, Community, and Education . Intellect, Bristol. ISBN 9781789388022 (hardback) 9781789388046 (e-pub) 9781789388039 (PDF)

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. (2017) Whatever you say I am, that’s what I’m not: developing dialogical and dissensual ways of conceiving of and talking about community music. In: International Seminar of the ISME Commission on Community Music Activity, 19-23 July 2016, Edinburgh.

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 Lisboa, T. (2021) The digital ‘turn’ in music education (editorial). Music Education Research, 23 (2) pp. 129-138. ISSN 1461-3808 (print) 1469-9893 (online)

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)

Casey, E. (2020) Exploring the perceived impact of extensive training in the Alexander technique on the day-to-day lives of professional musicians. Masters thesis, Royal College of Music.

Chanwimalueang, T. and Aufegger, L. and Adjei, T. and Wasley, D. and Cruder, C. and Mandic, D. P. and Williamon, A. (2017) Reacting to audition stress. [Video]

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. (2018) Fingering (1) keyboard instruments. In: The Cambridge Encyclopedia of Historical Performance in Music. Cambridge University Press, Cambridge, pp. 227-231. ISBN 9781107108080 (hardback) 9781107518476 (paperback) 9781108698573 (e-book)

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 Nordin, S. M. and Walker, I. (2009) Beyond physical practice: psychological skills training for enhanced performance [fact sheet]. Foundations for Excellence (DCSF Music and Dance Scheme).

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]

Corcoran, C. and Spiro, N. (2021) Score-dependency: over-reliance on performing music from notation reduces aural pitch replication skills. Journal of Interdisciplinary Music Studies, 10 pp. 73-98.

Costello, D. and Waddell, G. and Williamon, A. (2023) Specialist support for performers: ear, nose, and throat (ENT) consultant. [Video]

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

Cruder, C. and Falla, D. and Mangili, F. and Azzimonti, L. and Araújo, L. and Williamon, A. and Barbero, M. (2017) Profiling musicians' pain. [Video]

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)

Doe, S. and Waddell, G. and Williamon, A. (2021) Specialist support for performers: optician. [Video]

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)

Détári, A. (2023) Treating the musician rather than the symptom: the holistic tools employed by current practices to attend to the non-motor problems of musicians with task-specific focal dystonia. Frontiers in Psychology, 13 (1038775). ISSN 1664-1078

Détári, A. and Egermann, H. (2022) Musicians focal dystonia: the practitioner’s perspective on psychological, psychosocial, and behavioural risk factors and non-motor symptoms. Medical Problems of Performing Artists, 37 (3) pp. 200-206. ISSN 0885-1158 (print) 1938-2766 (online)

Détári, A. and Egermann, H. (2022) Towards a holistic understanding of musician’s focal dystonia: educational factors and mistake rumination contribute to the risk of developing the disorder. Frontiers in Psychology, 13 (882966). ISSN 1664-1078

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)

Embleton, T. and Waddell, G. and Williamon, A. (2023) Specialist support for performers: psychotherapist. [Video]

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Fancourt, D. and Aufegger, L. and Williamon, A. (2017) The satisfaction and stress of singing professionally. [Video]

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.

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Garnham, A. M. (2024) The Dartington Summer School of Music. Music, Migration and Mobility Online Resource: Émigré Musicians from Nazi Europe

Ginsborg, J. and Kreutz, G. and Thomas, M. and Williamon, A. (2009) Healthy behaviours in music and non‐music performance students. Health Education, 109 (3) pp. 242-258. ISSN 0965-4283

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

Ginsborg, J. and Waddell, G. and Williamon, A. (2021) Health education for musicians. [Video]

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

Gregg, M. J. and Clark, T. and Hall, C. R. (2008) Seeing the sound: an exploration of the use of mental imagery by classical musicians. Musicae Scientiae, 12 (2) pp. 231-247. ISSN 1029-8649 (print) 2045-4147 (online)

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)

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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 978-1-78441-648-5

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: pedagogical pathways. Routledge, Abingdon. ISBN 9781138695597 (hardback) 9781138695627 (paperback) 9781315526539 (e-book)

Huhtinen-Hildén, L. and Pitt, J. (2017) What are they learning? - exploring the tensions and complexities in a learner-centred approach to early childhood music education. In: Conference of the European Network of Music Educators and Researchers of Young Children 2017, 20-24 June 2017, Cambridge, UK.

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

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Karni-Cohen, T. and Waddell, G. and Williamon, A. (2020) Specialist support for performers: general practitioner (GP). [Video]

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.

Kreutz, G. and Ginsborg, J. and Williamon, A. (2009) Health-promoting behaviours in conservatoire students. Psychology of Music, 37 (1) pp. 47-60. ISSN 0305-7356 (print) 1741-3087 (online)

Kreutz, G. and Ginsborg, J. and Williamon, A. (2008) Music students' health problems and health-promoting behaviours. Medical Problems of Performing Artists, 23 (1) pp. 3-11. ISSN 0885-1158 (print) 1938-2766 (online)

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Lam, C. Y. (2023) In the process of becoming: an ethnographic case study of the development of community music practice in Hong Kong. Doctoral thesis, Royal College of Music.

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

Lebler, D. and Burt-Perkins, R. and Carey, G. (2009) What the students bring: examining the attributes of commencing conservatoire students. International Journal of Music Education, 27 (3) pp. 232-249. ISSN 0255-7614 (print) 1744-795X (online)

Lindström, E. and Juslin, P. N. and Bresin, R. and Williamon, A. (2003) ‘Expressivity comes from within your soul’: a questionnaire study of music students’ perspectives on expressivity. Research Studies in Music Education, 20 (1) pp. 23-47. ISSN 1321-103X (print) 1834-5530 (online)

Lisboa, T. (2008) Action and thought in cello playing: an investigation of children’s practice and performance. International Journal of Music Education, 26 (3) pp. 243-267. ISSN 0255-7614 (print) 1744-795X (online)

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. (2022) Synchronous online learning, teaching, and performing. In: The Oxford Handbook of Music Performance, Volume 2. Oxford Handbooks . Oxford University Press, Oxford. ISBN 9780190058869 (hardback) 9780190058876 (e-book) 9780190058883 (e-book)

Lisboa, T. and Jónasson, P. and Johnson, C. and Waddell, G. and Williamon, A. (2020) A guide to effective online music lessons. [Video]

Lisboa, T. and Williamon, A. and Zicari, M. and Eiholzer, H. (2005) Mastery through imitation: a preliminary study. Musicae Scientiae, 9 (1) pp. 75-110. ISSN 1029-8649 (print) 2045-4147 (online)

Loges, N. (2021) Clara Schumann’s legacy as a teacher. In: Clara Schumann Studies. Cambridge Composer Studies . Cambridge University Press, Cambridge, pp. 271-291. ISBN 9781108489843 (hardback) 9781108779531 (e-book)

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)

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Mather, B. and Camlin, D. A. (2017) Situational pedagogy in community music: developing a pedagogical approach which accounts for and responds to the changing needs of music learners and music learning situations. In: International Seminar of the ISME Commission on Community Music Activity, 19-23 July 2016, Edinburgh.

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

Mehta, M. and Waddell, G. and Williamon, A. (2023) Specialist support for performers: osteopath. [Video]

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, F. (2020) Common cents: the experiences of low-income students in high-profile conservatoires. Masters thesis, Royal College of Music.

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)

Murphy, M. and Waddell, G. and Williamon, A. (2021) Specialist support for performers: podiatrist. [Video]

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Paolantonio, P. and Cavalli, S. and Biasutti, M. and Eiholzer, H. and Williamon, A. (2023) Building community through higher music education: a training program for facilitating musical engagement among older adults. Frontiers in Psychology, 14 (1102446). ISSN 1664-1078

Paolantonio, P. and Cavalli, S. and Biasutti, M. and Williamon, A. (2022) Group music making in nursing homes: investigating the experience of higher education music students. International Journal of Community Music, 15 (1) pp. 113-142. ISSN 1752-6299 (print) 1752-6302 (online)

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

Pearson, I. E. (2020) The growing repute of the clarinet: interrogating traditional tunes and popular airs in late eighteenth-century tutors. In: Traditional Tunes and Popular Airs Conference: Exploring Musical Resemblance, 10-11 October 2020, Cecil Sharp House, London. (Unpublished)

Peistaraite, U. and Clark, T. (2020) Emotion regulation processes can benefit self-regulated learning in classical musicians. Frontiers in Psychology, 11 (568760). ISSN 1664-1078

Perkins, R. (2016) Bourdieu applied in the analysis of conservatoire learning cultures. In: Bourdieu and the Sociology of Music Education. Routledge. ISBN 9781472448293 (hardback) 9780367597337 (paperback) 9781315569819 (e-book)

Perkins, R. (2010) Exploring the one-to-one context at conservatoires through the lens of ‘learning cultures’: the role of student self-documentation. Scientia Paedagogica Experimentalis, 47 (2) pp. 437-462. ISSN 0582-2351

Perkins, R. (2013) Hierarchies and learning in the conservatoire: exploring what students learn through the lens of Bourdieu. Research Studies in Music Education, 35 (2) pp. 197-212. ISSN 1321-103X (print) 1834-5530 (online)

Perkins, R. (2013) Learning cultures and the conservatoire: an ethnographically-informed case study. Music Education Research, 15 (2) pp. 196-213. ISSN 1461-3808 (print) 1469-9893 (online)

Perkins, R. Learning cultures, creativities and higher music education institutions. In: Developing Creativities in Higher Music Education: International Perspectives and Practices. Routledge Research in Higher Education . Routledge, pp. 223-233. ISBN 9780415709941 (hardback) 9781138669819 (paperback) 9781315885223 (e-book)

Perkins, R. (2012) Rethinking ‘career’ for music students: identity and vision. In: Life in the Real World: How to Make Music Graduates Employable. New Directions in the Humanities . Common Ground Research Networks, pp. 11-26. ISBN 978-1-61229-078-2 (paperback) 978-1-61229-079-9 (PDF)

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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)

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Pitt, J. and Arculus, C. and Haynes, J. (2017) Early years arts activity mapping project, Festival Bridge. Technical Report. AYCORN East.

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. (2023) Music in early education and care settings for communication and language support. In: The Oxford Handbook of Early Childhood Learning and Development in Music. Oxford Handbooks . Oxford University Press, Oxford, pp. 351-378. ISBN 9780190927523 (print) 9780190927554 (online)

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Rosenkranz, K. and Williamon, A. and Rothwell, J. C. (2007) Motorcortical excitability and synaptic plasticity is enhanced in professional musicians. Journal of Neuroscience, 27 (19) pp. 5200-5206. ISSN 1529-2401 (online)

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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). ISSN 1664-1078

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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

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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)

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