Presenter Publications

Mr. Carljohnson Anacin

Anacin, C. (2021). I lost a gig ‘pero ok lang’: Filipino migrant musicians in Australia during the COVID-19 pandemic. Perfect Beat, 21(1), 33-39. https://doi.org/10.1558/prbt.19260

Anacin, C., Baker, D., & Bennett, A. (2021). Mimicking the mimics: problematizing cover performance of Filipino local music on social media. Media, Culture & Society, 43(8), 1414-1430. https://dx.doi.org/10.1177/01634437211029888

Anacin, C. (2022). Musical aspirations and DIY/DIO practices in online communities of amateur independent Filipino songwriters. In G. Morrow, D. Nordgård, & P. Tschmuck (Eds.), Rethinking the music business: Music contexts, rights, data, and COVID-19 (pp. 189-213). Springer. https://doi.org/10.1007/978-3-031-09532-0_11

Dr. Alenka Barber-Kersovan

Barber-Kersovan, A., & Kirchberg, V. (2020). Classical music between lockdown and the post-pandemic revival. Intellect Books: The COVID-19 Archive. Retrieved December 5, 2022 from https://www.intellectbooks.com/classical-music-between-lockdown-and-the-post-pandemic-revival

Barber-Kersovan, A. (2021). Musical new buildings of the 21^st century: Cultural, economic and symbolic dimensions of music-related starchitecture. Muzikoloski Zbornik, 57(1), 201-227. https://doi.org/10.4312/mz.57.1.201-227

Barber-Kersovan, A., & Kirchberg, V. (2021). Free ensembles and small (chamber) orchestras as innovative drivers of classical music in Germany. In R. Hepworth-Sawyer, J. Paterson & R. Toulson (Eds.), Innovation in music (pp. 290-305). Routledge. https://doi.org/10.4324/9780429345388

Gaupp, L., Barber-Kersovan, A., & Kirchberg, V. (2022). Arts and power: Policies in and by the arts. Springer VS. https://doi.org/10.1007/978-3-658-37429-7

Professor Margaret Barrett

Zhukov, K., Barrett, M.S., & Welch, G.F. (2021). Developing a child and adolescent chorister engagement survey: Probing perceptions of early collective experiences and outcomes. Music & Science, 4. https://doi.org/10.1177/2059204320983215

Barrett, M.S., & Zhukov, K. (2022). Enduring impacts of cathedral choral training on choristers’ lives. Music Education Research, 24(2), 209-222. https://doi.org/10.1080/14613808.2022.2046720

Creech, A., Zhukov, K., & Barrett, M.S. (2022). Signature pedagogies in collaborative creative learning in advanced music training, education and professional development: A meta-synthesis. Frontiers in Education, 7, Article 929421. https://doi.org/10.3389/feduc.2022.929421

Westerlund, H., & Barrett, M. (2022). Narrating arts education research impact in and through research policy: Affordances and constraints for professional transformation. Arts Education Policy Review, 123(2), 97-109. https://doi.org/10.1080/10632913.2020.1811819

Zhukov, K., & Barrett, M.S. (2022). “A common obsession”: Children’s and young people’s perceptions of learning in an intensive summer choral program. Frontiers in Education, 7, Article 827496. https://doi.org/10.3389/feduc.2022.827496

Dr Steve Barry

Barry, S. (2011). Signature characteristics in the improvised melodic lines of Herbie Hancock. [Honours thesis, University of Sydney]. Steve Barry Official Website. https://static1.squarespace.com/static/5306dc5ce4b05512e6e83aa5/t/59f46c1227ef2d09a21d272f/1509190721517/2011+Herbie+Hancock+Honours+Thesis+-+2017+edit.pdf

Barry, S. (2017). Blueprints and vignettes: Pitch-class sets, serialism and intervallicism, and the integration of systematic and intuitive music making [Doctoral dissertation, University of Sydney]. Sydney eScholarship Repository. https://ses.library.usyd.edu.au/handle/2123/18105

Associate Professor Irene Bartlett

Bartlett, I., & Tolmie, D. (2018). What are you doing for the rest of your life? A profile of jazz/contemporary voice graduates. International Journal of Music Education, 36(2), 197-216. https://doi.org/10.1177/0255761417714606

Bartlett, I. (2020). Crossing style borders: New inroads in training teachers of singing. Voice and Speech Review, 14(2), 184-195. https://doi.org/10.1080/23268263.2020.1695878

Bartlett, I., & Naismith, M. (2020). An investigation of contemporary commercial music (CCM) voice pedagogy: A class of its own? Journal of Singing, 76(3). https://research-repository.griffith.edu.au/bitstream/handle/10072/393265/Bartlett421097Published.pdf?sequence=4&isAllowed=y

Forbes, M., & Bartlett, I. (2020a). “It’s much harder than I thought”: Facilitating a singing group for people with Parkinson’s disease. International Journal of Community Music, 13(1), 29-47. https://doi.org/10.1386/ijcm_00009_1

Forbes, M., & Bartlett, I. (2020b). “This circle of joy”: Meaningful musicians’ work and the benefits of facilitating singing groups. Music Education Research, 22(5), 555-568. https://doi.org/10.1080/14613808.2020.1841131

Professor Andy Bennett

Baker, A., & Bennett, A. (2022). Good citizenship, telethon and benefit concert: The politics of the achievable. In C. Hoad, G. Stahl, & O. Wilson (Eds.), Mixing pop and politics: Political dimensions of popular music in the 21^st century (pp. 144-155). Routledge.

Bennett, A., Green, B., Cashman, D., & Lewandowski, N. (2020). Researching regional and rural music scenes: Toward a critical understanding of an under-theorized issue. Popular Music and Society, 43(4), 367-377. https://doi.org/10.1080/03007766.2020.1730647

Bennett, A., & Nowak, R. (2022). Music sociology: Value, technology, and identity. Routledge. https://doi.org/10.4324/9780429264856

Frenneaux, R., & Bennett, A. (2021). A new paradigm of engagement for the socially distanced artist. Rock Music Studies, 8(1), 65-75. https://doi.org/10.1080/19401159.2020.1852770

Green, B., Bennett, A., Guerra, P., Howard, F., Oliveira, A., Sousa, S., & Sofija, E. (2022). How live is live? COVID-19, live music, and online performances. In I. Woodward, J. Haynes, P. Berkers, A. Dillane & K. Golemo (Eds.), Remaking culture and music spaces: Affects, infrastructures, futures (pp. 34-46). https://doi.org/10.4324/9781003254805

Associate Professor Diana Blom

Arthur, P., Khuu, S., & Blom, D. (2021). Visual processing abilities associated with piano music sight-reading expertise. Psychology of Music, 49(4), 1006-1016. https://doi.org/10.1177/0305735620920370

Blom, D., Bennett, D., & Stevenson, I. (2020). Developing a framework for the analysis of program notes written for contemporary classical music concerts. Frontiers in Psychology, 11, Article 376. https://doi.org/10.3389/fpsyg.2020.00376

MacRitchie, J., Zicari, M., & Blom, D. (2018). Identifying challenges and opportunities for student composer and performer peer learning through newly-composed classical piano scores. British Journal of Music Education, 35(2), 153-175. https://doi.org/10.1017/S0265051717000304

McPhee, E., & Blom, D. (2020). Engaging music performance students in practice-led reflective essay writing and video/recording analysis. In J. Encarnacao & D. Blom (Eds.), Teaching and evaluating performance at university: Beyond the conservatory model (pp. 211-222). Routledge. https://doi.org/10.4324/9780429328077

Stevenson, I., & Blom, D. (2020). The iPad orkestra ensemble: Creative and collaborative learning. In J. Encarnacao & D. Blom (Eds.), Teaching and evaluating performance at university: Beyond the conservatory model (pp. 65-80). Routledge. https://doi.org/10.4324/9780429328077

Professor Pamela Burnard

Burnard, P., & Murphy, R. (Eds.). (2017). Teaching music creatively. Routledge. https://doi.org/10.4324/9780203489031

Burnard, P. (2019). Educating professional musicians: Gender equality, career creativities and strategies for change in institutional leadership. In D. Bennett, J. Rowley & P. Schmidt (Eds.), Leadership and musician development in higher music education (pp. 62-80). Routledge. https://doi.org/10.4324/9780429503924

Buchborn, T., Burnard, P., Hebert, D.G., & Moore, G. (2022). Reconfiguring music education for future-making: how? Music Education Research, 24(3), 275-281. https://doi.org/10.1080/14613808.2022.2076821

Elwick, A., Burnard, P., Huhutinen-Hildén, L., Osgood, J., & Pitt, J. (2020). Young children’s experiences of music and soundings in museum spaces: Lessons, trends and turns from the literature. Journal of Early Childhood Research, 18(2), 174-188. https://doi.org/10.1177/1476718X19888717

López-Íñiguez, G., & Burnard, P. (2022). Toward a nuanced understanding of musicians’ professional learning pathways: What does critical reflection contribute? Research Studies in Music Education, 44(1), 127-157. https://doi.org/10.1177/1321103X211025850

Dr Aifric Campbell

Shaughnessy, C., Perkins, R., Spiro, N., Waddell, G., Campbell, A., & Williamon, A. (2022). The future of the cultural workforces: Perspectives from early career arts professionals on the challenges and future of the cultural industries in the context of COVID-19. Social Sciences & Humanities Open, 6(1), Article 100296. https://doi.org/10.1016/j.ssaho.2022.100296

Dr. Nicole Canham

Ballantyne, J., Canham, N., & Barrett, M. (2016). Facilitating dissonance: Implications for social justice in music education. In L.C. DeLorenzo (Ed.), Giving voice to democracy in music education: Diversity and social justice (pp. 236-251). Routledge. https://doi.org/10.4324/9781315725628

Canham, N. (2016). Making mavericks: Preparing musicians for independent artistic culture. Arts and Humanities in Higher Education, 15(3-4), 407-413. https://doi.org/10.1177/1474022216647709

Canham, N. (2021a). Preparing musicians for precarious work: Transformational approaches to music careers education. Routledge. https://doi.org/10.4324/9780429344794

Canham, N. (2021b). Background music: using narrative inquiry to explore the hidden aspects of musicians’ career development. Action, Criticism, and Theory for Music Education, 20(4), 146-170. doi:10.22176/act20.4.146

Ballantyne, J., & Canham, N. (2022). Understanding music teachers’ perception of themselves and their work. An importance-confidence analysis. International Journal of Music Education. https://doi.org/10.1177/02557614221124966

Ms Morwenna Collett

Austin, S., Duncan, K., Goggin, G., MacDowall, L., Pardo, V., Paterson, E., Brown, J.J., Collett, M., Cook, F., Hadley, B., Hood, K., Kapuscinski-Evans, J., McDonald, D., McNamara, J., Mellis, G., Sifis, E., & Sulan, K. (2018). In B. Hadley & D. McDonald (Eds.), The Routledge handbook of disability arts, culture and media (pp. 251-262). https://doi.org/10.4324/9781351254687

Collett, M. (2007). The Queensland Youth Orchestra and its role in the development of young musicians: A case study of benefits. Australasian Music Research, 9, 95-119. https://search.informit.org/doi/epdf/10.3316/ielapa.988031340684817

Dr Kathleen Connell

Connell, K. (2020). Navigating a performance livelihood: Career trajectories and transitions for the classical singer. Music Education Research, 22(5), 569-580. https://doi.org/10.1080/14613808.2020.1840537

Connell, K.R. (2020). Investigating performance career making and career transition through the lens of Australia’s elite classical singers [Doctoral dissertation, Griffith University]. Griffith Theses. https://doi.org/10.25904/1912/3984

Connell, K., Brown, A.R., & Baker, S. (2020). The rise and fall of professional singers: A typology of creative career stages in the performing arts. In A. de Dios & L. Kong (Eds.), Handbook on the geographies of creativity (pp. 200-215). Edward Elgar Publishing. https://doi.org/10.4337/9781785361647.00022

Professor Aaron Corn

Corn, A. (2013). Sustaining Australia’s Indigenous music and dance traditions: The role of the National Recording Project for Indigenous Performance in Australia. Musicology Australia, 35(2), 268-284. https://doi.org/10.1080/08145857.2013.844526

Corn, A. (2014). Agent of bicultural balance: Ganma, Yothu Yindi and the legacy of Mandawuy Yunupingu. Journal of World Popular Music, 1(1), 12-45. https://doi.org/10.1558/jwpm.v1i1.12

Corn, A. (2020). The Aboriginal Artists Agency and the prominence of Indigenous music and dance in the growth of the Australian arts industry. Musicology Australia, 42(2), 215-230. https://doi.org/10.1080/08145857.2020.1945252

Corn, A., Amoroso, L., Skinner, A., & Malengreaux, N. (2021). Fixing the address: Slow appraisal and the making of the Centre for Aboriginal Studies in Music (CASM) archive. Preservation, Digital Technology and Culture, 50(3-4), 131-137. doi:10.1515/pdtc-2021-0024

Reigersberg, M. S., McKerrell, S., & Corn, A. (2022). Valuing and evaluating musical practice as research in ethnomusicology and its implications for research assessment. Ethnomusicology Forum, 31(1), 28-49. doi:10.1080/17411912.2022.2059772

Professor Ryan Daniel

Daniel, R., & Daniel, L. (2013). Enhancing the transition from study to work: Reflections on the value and impact of internships in the creative and performing arts. Arts and Humanities in Higher Education, 12(2-3), 138-153. https://doi.org/10.1177/1474022212473525

Daniel, R., & Daniel, L. (2015). Success in the creative industries: The push for enterprising and entrepreneurial skills. Journal of Australian Studies, 39(3), 411-424. https://doi.org/10.1080/14443058.2015.1046896

Daniel, R.J., & Parkes, K.A. (2015). Assessment and critical feedback in the master-apprentice relationship – rethinking approaches to the learning of a music instrument. In D. Lebler, G. Carey, & S.D. Harrison (Eds.), Assessment in music education: From policy to practice (pp. 107-124). Springer. https://doi.org/10.1007/978-3-319-10274-0_8

Daniel, R., & Johnstone, R. (2017). Becoming an artist: Exploring the motivations of undergraduate students at a regional Australian university. Studies in Higher Education, 42(6), 1015-1032. https://doi.org/10.1080/03075079.2015.1075196

Daniel, R.J., & Parkes, K.A. (2017). Music instrument teachers in higher education: An investigation on the key influences of how they teach in the studio. International Journal of Teaching and Learning in Higher Education, 29(1), 33-46. https://files.eric.ed.gov/fulltext/EJ1136001.pdf

Professor Celia Duffy

Papageorgi, I., Creech, A., Haddon, E., Morton, F., De Bezenac, C., Himonides, E., Potter, J., Duffy, C., Whyton, T., & Welch, G. (2010). Perceptions and predictions of expertise in advanced musical learners. Psychology of Music, 38(1), 31–66. https://doi.org/10.1177/0305735609336044

Duffy, C. (2013). Negotiating with tradition: Curriculum reform and institutional transition in a conservatoire. Arts and Humanities in Higher Education, 12(2-3), 169-180. https://doi.org/10.1177/1474022212473527

Duffy, C., & Duesenberry, P. (2014). Wha’s like us? A new Scottish conservatoire tradition. In I. Papageorgi & G. Welch (Eds.), Advanced musical performance: Investigations in higher education learning (pp. 81-96). Routledge. https://doi.org/10.4324/9781315565699

Duffy, C. (2016). ICON: Radical professional development in the conservatoire. Arts and Humanities in Higher Education, 15(3-4), 376-385. https://doi.org/10.1177/1474022216647385

Gaunt, H., Duffy, C., Coric, A., González Delgado, I.R., Messas, L., Pryimenko, O., & Sveidahl, H. (2021). Musicians as makers in society: A conceptual foundation for contemporary professional higher music education. Frontiers in Psychology, 12, Article 713648. https://doi.org/10.3389/fpsyg.2021.713648

Dr Renée Duncan

Duncan, R. (2021). Cognitive processing in digital audio workstation composing. Journal of General Music Education. https://doi.org/10.1177/10483713211034441

Duncan, R.A. (2021a). Simple strategies for co-planning with students. Teaching Music. https://digitaleditions.walsworth.com/publication/?m=61045&i=702943&view=articleBrowser&article_id=3998081&ver=html5

Duncan, R.A. (2021b). Are Schwab’s Commonplaces common in music teaching? [Doctoral dissertation, Teachers College Columbia University]. Columbia Academic Commons. https://doi.org/10.7916/d8-z06b-gh52

Dr Sean Foran

Foran, S. (2021a). Improvising with technology in a jazz context through composition, performance and recording [Doctoral dissertation, Griffith University]. Griffith Theses. https://doi.org/10.25904/1912/4290

Foran, S. (2021b). Pathways to sustainability: Diversity of programming for audiences in Australian jazz festivals. Jazz Research Journal, 14(2), 160-182. http://dx.doi.org/10.1558/jazz.41156

Goold, L., & Foran, S. (2020). The changing nature of jazz artists within the recording technology space. Riffs, 4(1), 86-102. https://riffsjournal.org/2020/07/23/the-changing-nature-of-jazz-artists-within-the-recording-technology-space-lachlan-goold-sean-foran/

Dr Mathew Flynn

Flynn, M. (2018). Back to the future: Proposing a heuristic for predicting the future of recorded music use. In E. Mazierska, L. Gillon, & T. Rigg (Eds.), Popular music in the post-digital age: Politics, economy, culture, and technology (pp. 211-234). Bloomsbury Academic. https://www.bloomsbury.com/

Flynn, M. (2019). Thinking out loud: Modelling music makers’ decision-making [Doctoral dissertation, University of Liverpool]. University of Liverpool Repository. http://doi.org/10.17638/03090205

Flynn, M., & Anderson, R. (2021). Playing in: Exploring the effect of COVID-19 on music makers across the Liverpool city region. Journal of Music, Health, and Wellbeing. https://storage.googleapis.com/wzukusers/user-20563976/documents/d3fa455dc8a04d13b548ec425908e9cf/Mathew%20Flyn%20Richard%20Anderson%20October2021.pdf

Flynn, M., & Anderson, R. (2022). Playing out: exploring how Liverpool’s live music sector adapted to survive the impact of the COVID-19 pandemic. Journal of World Popular Music, 9(1-2), 49-76. https://doi.org/10.1558/jwpm.23349

Mr Brad Fuller

Fuller, B. (2021). The politics of diversity in music education [Review of the book The politics of diversity in music education, by A.A. Kallio, H. Westerlund, S. Karsen, K. Marsh, & E. Sæther]. Music Education Research, 23(5), 647-648. https://doi.org/10.1080/14613808.2021.1955846

Dr Ben Green

Green, B., & Bennett, A. (2019). Gateways and corridors: Cultural and spatial challenges and opportunities for live music on Australia’s Gold Coast. City, Culture and Society, 17, 20-25. https://doi.org/10.1016/j.ccs.2018.08.003

Green, B. (2021). Peak music experiences: A new perspective on popular music, identity and scenes. Routledge. https://doi.org/10.4324/9781003093244

Howard, F., Bennett, A., Green, B., Guerra, P., Sousa, S., & Sofija, E. (2021). “It’s turned me from a professional to a ‘bedroom DJ’ once again”: COVID-19 and new forms of inequality for young music-makers. YOUNG, 29(4), 417–432. https://doi.org/10.1177/1103308821998542

Dr Andrew Hall

Hall, A. (2015). Actions towards freedom: Theoretical and practical perspectives on improvisation and composition [Doctoral dissertation, Brunel University London]. Brunel University Research Archive. http://bura.brunel.ac.uk/handle/2438/10978

Dr James Humberstone

Humberstone, J. (2015, September 30 – October 2). Defining creativity for a more pluralist approach to music education [Paper presentation]. Music: educating for life, the 20^th National Conference of the Australian Society for Music Education Incorporated, Adelaide, Australia. https://www.academia.edu/36474982/Defining_creativity_for_a_more_pluralist_approach_to_music_education

Humberstone, J., & Taylor, J. (2015, November 18-25). Making music learning fun – Designing an interactive iBook for informal learning [Paper presentation]. ACMC2015 – MAKE!, the 2015 Annual Conference of the Australasian Computer Music Association, Sydney, Australia. https://computermusic.org.au/media/2017/10/ACMC2015-Proceedings-Reduced2.pdf

Humberstone, J. (2017). A pluralist approach to music education. In S.A. Ruthmann & R. Mantie (Eds.), The Oxford handbook of technology and music education (pp. 421-430). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199372133.013.40

Humberstone, J. (2020). Drum programming minus one (beginner). In A.P. Bell (Ed.), The music technology cookbook (pp. 17-20). Oxford University Press. https://doi.org/10.1093/oso/9780197523889.003.0004

Humberstone, J.H.B. (2021). Seeking innovation as exploration of aesthetic. In A. Reid, N. Peres Da Costa, & J. Carrigan (Eds.), Creative research in music: informed practice, innovation and transcendence (pp. 151-162). Routledge. https://doi.org/10.4324/9780429278426

Dr Tanya Kalmanovitch

Kalmanovitch, T. (2005). Jazz and Karnatic music: Intercultural collaboration in pedagogical perspective. The World of Music, 47(3), 135-160. http://www.jstor.org/stable/41700010

Kalmanovitch, T. (2008). Indo-jazz fusion: Jazz and Karnatak music in contact [Doctoral dissertation, University of Alberta]. University of Alberta Education and Research Archive. https://doi.org/10.7939/r3-zw5n-zs96

Kalmanovitch, T. (2016). Teaching the “compleat musician”: Contemporary improvisation at New England Conservatory. In A. Heble & M. Laver (Eds.), Improvisation and music education: Beyond the classroom. Routledge. https://doi.org/10.4324/9781315737393

Dr Kristina Kelman

Kelman, K., Loades, S., & Arthurs, A. (2018). Preparing students for meaningful entrepreneurial careers: Two Australian case studies. Asia-Pacific Journal for Arts Education, 17(1), 1-39. https://www.eduhk.hk/ccaproject/apjae/Vol17_No1.pdf

Herzig, M., Kelman, K., Krikun, A., Matthews, S.R., & Browning, Y. (2019). Key learnings from an international social entrepreneurship collaboration: Songs to change our world. MEIEA Journal, 18(1), 37-71. https://doi.org/10.25101/18.2

Kelman, K., & Cashman, D. (2019). Industry-based popular music education: India, college rock festivals, and real-world learning. MEIEA Journal, 19(1), 73-97. https://doi.org/10.25101/19.3

Kelman, K. (2020). Entrepreneurial music education: Professional learning in schools and the industry. Palgrave Macmillan. https://www.google.com.au/books/edition/Entrepreneurial_Music_Education/P2vLDwAAQBAJ?hl=en&gbpv=1&dq=kristina+kelman&pg=PR5&printsec=frontcover

Kelman, K., Cashman, D., & Nayan, R. (2020). Going abroad? Indian popular musicians, cultural portrayal, and perception of success. [Manuscript submitted for publication in The Oxford Handbook of Global Popular Music].

Dr Volker Kirchberg

Gaupp, L., Barber-Kersovan, A., & Kirchberg, V. (2022). Arts and power: Policies in and by the arts. Springer VS. https://doi.org/10.1007/978-3-658-37429-7

Kirchberg, V. (2020). A sociological reflection on the concert venue. In M. Tröndle & E. Dorset (Eds.), Classical concert studies: A companion to contemporary research and performance (pp. 188-192). Routledge. https://doi.org/10.4324/9781003013839

Associate Professor Lotte Latukefu

Latukefu, L., O’Donnell, M., Burns, S.G., Hayes, J.E., Ellmers, G.N., & Stirling, J. (2013, February 14-15). Fire in the belly: Building resilience in creative practitioners through experiential and authentically designed learning environments [Paper presentation]. The Creative Arts Learning and Teaching Network Symposium, Hobart, Australia. https://ro.uow.edu.au/era/3438/

Latukefu, L., Burns, S., O’Donnell, M., & Whelan, A. (2014). Enabling music and journalism students to respond positively to adversity in work after graduation: A reconsideration of conventional pedagogies. Journal of University Teaching & Learning Practice, 11(1). https://doi.org/10.53761/1.11.1.2

Latukefu, L., & Ginsborg, J. (2019). Understanding what we mean by portfolio training in music. British Journal of Music Education, 36(1), 87-102.https://doi.org/10.1017/S0265051718000207

Latukefu, L., & Verenikina, I. (2020). Play as a medium for active learning in vocal education at university. In J. Encarnacao & D. Blom (Eds.), Teaching and evaluating music performance at university: Beyond the conservatory model (pp. 185-195). Routledge. http://dx.doi.org/10.4324/9780429328077-13

Latukefu, L., & Pollard, J. (2022). How can we prepare music students for early career challenges? British Journal of Music Education, 39(2), 218-231.https://doi.org/10.1017/S0265051722000122

Dr Peter Long

Long, P.G. (2017). Spatio-temporal suspension and imagery in popular music recordings. Journal of the International Association for the Study of Popular Music, 7(2), 16-21. https://iaspmjournal.net/index.php/IASPM_Journal/article/view/821/pdf_1

Long, P.G. (2020). States of suspension: exploring suspended experience of sound and light in popular music and imagery [Doctoral dissertation, Western Sydney University]. Western Sydney University ResearchDirect. https://researchdirect.westernsydney.edu.au/islandora/object/uws%3A67004

Dr Karen Lonsdale

Lonsdale, K., Laakso, E., & Tomlinson, V. (2014). Contributing factors, prevention, and management of playing-related musculoskeletal disorders among flute players internationally. Medical Problems of Performing Artists, 29(3), 155-162. https://doi.org/10.21091/mppa.2014.3032

Lonsdale, K., & Boon, O.K. (2016). Playing-related health problems among instrumental music students at a university in Malaysia. Medical Problems of Performing Artists, 31(3), 151-159. https://doi.org/10.21091/mppa.2016.3028

Ayderova, V., Lonsdale, K.A., & Majid, M.P.B. (2017, September 15-18). Incorporating the viola into performances of new arrangements of Malay Asli music for a Western classical ensemble [Paper presentation]. Empowering edu-tourism and local culture, 1^st Lombok International Edu-Tourism Conference, Mataram, Indonesia. https://www.academia.edu/34905049/Incorporating_the_Viola_into_Performances_of_New_Arrangements_of_Malay_Asli_Music_for_a_Western_Classical_Ensemble?from=cover_page

Lonsdale, K.A., & Abadi, F.H. (2018). Challenges faced by woodwind players in Malaysia while fasting during Ramadan: A case study. Medical Problems of Performing Artists, 33(3), 191-197. https://doi.org/10.21091/mppa.2018.3027

Dr Guadalupe López-Íñiguez

Jääskeläinen, T., López-Íñiguez, G., & Phillips, M. (2020). Music students’ experienced workload, livelihoods and stress in higher education in Finland and the United Kingdom. Music Education Research, 22(5), 505-526. https://doi.org/10.1080/14613808.2020.1841134

López-Íñiguez, G., & Bennett, D. (2020). A lifespan perspective on multi-professional musicians: Does music education prepare classical musicians for their careers? Music Education Research, 22(1), 1-14. https://doi.org/10.1080/14613808.2019.1703925

López-Íñiguez, G., & Bennett, D. (2021). Broadening student musicians’ career horizons: The importance of being and becoming a learner in higher education. International Journal of Music Education, 39(2), 134-150. https://doi.org/10.1177/0255761421989111

López-Íñiguez, G., & McPherson, G.E. (2021). Regulation of emotions to optimise classical music performance: a single-case quasi-experimental study of a cellist-researcher. Frontiers in Psychology, 12, Article 627601. https://doi.org/10.3389/fpsyg.2021.627601

López-Íñiguez, G., McPherson, G. E., & Zarza Alzugaray, F.J. (2022). Effects of threat and motivation on classical musicians’ professional performance practice during the COVID-19 pandemic. Frontiers in Psychology, 13, Article 834666. https://doi.org/10.3389/fpsyg.2022.834666

Dr Karlin Love

Love, K.G. (2013). Composer development: Learning from performance and performers [Doctoral dissertation, University of Queensland]. UQ eSpace. https://espace.library.uq.edu.au/view/UQ:321137

Love, K. G., & Barrett, M. S. (2016). A case study of teaching and learning strategies in an orchestral composition masterclass. Psychology of Music, 44(4), 830–846. https://doi.org/10.1177/0305735615594490

Love, K.G., & Barrett, M.S. (2019). Signature pedagogies for musical practice: A case study of creativity development in an orchestral composers’ workshop. Psychology of Music, 47(4), 551-167.https://doi.org/10.1177/0305735618765317

Dr Guy Morrow

Morrow, G. (2019). Artist management in the age of big data. In W.J. Byrnes & A. Brkić (Eds.), The Routledge companion to arts management (pp. 66-82). Routledge. https://doi.org/10.4324/9781351030861

Morrow, G. (2020). Designing the music business: Design culture, music video and virtual reality. Springer. https://www.doi.org/10.1007/978-3-030-48114-8

Morrow, G., & Barlow, J. (2021). Ephemeral income: Considering COVID-prompted loss of ephemerality in live music through the dichotomy between labour income and capital income. Popular Music History, 14(1), 60-75. https://journal.equinoxpub.com/PMH/article/view/19828

Morrow, G., & Borghini, S. (2021). Data analysis and the arts: The mistake of ignoring the numbers. In Addis, M. & Rurale, A. (Eds.), Managing the cultural business: Avoiding mistakes, finding success (pp. 184-212). Routledge. https://doi.org/10.4324/9781003022459

Morrow, G., Nordgård, D., & Tschmuck, P. (Eds.). (2022). Rethinking the music business: Music contexts, rights, data & COVID-19. Springer. https://www.doi.org/10.1007/978-3-031-09532-0

Professor Rosie Perkins

Fancourt, D., & Perkins, R. (2018). Effect of singing interventions on symptoms of postnatal depression: Three-arm randomised controlled trial. The British Journal of Psychiatry, 212(2), 119-121. doi:10.1192/bjp.2017.29

Perkins, R., Mason-Bertrand, A., Fancourt, D., Baxter, L., & Williamon, A. (2020). How participatory music engagement supports mental well-being: A meta-ethnography. Qualitative Health Research, 30(12), 1924-1940. https://doi.org/10.1177/1049732320944142

Perkins, R., Mason-Bertrand, A., Tymoszuk, U., Spiro, N., Gee, K., & Williamon, A. (2021). Arts engagement supports social connectedness in adulthood: Findings from the HEartS survey. BMC Public Health, 21, Article 1208. https://doi.org/10.1093/oso/9780198714545.001.0001

Williamon, A., Ginsborg, J., Perkins, R., & Waddell, G. (2021). Performing music research: Methods in music education, psychology, and performance science. Oxford University Press. https://doi.org/10.1093/oso/9780198714545.001.0001

Professor Pamela Pike

Pike, P.D. (2014a). Behind the practice room door: A case study of second-year piano majors. MTNA E-Journal, 5(3), 11-23. http://search.proquest.com.libraryproxy.griffith.edu.au/scholarly-journals/behind-practice-room-door-case-study-second-year/docview/1508534235/se-2

Pike, P.D. (2014b). Motivating through creative play: Empowering young students to practice successfully. The American Music Teacher, 63(5), 12-17. http://search.proquest.com.libraryproxy.griffith.edu.au/trade-journals/motivating-through-creative-play-empowering-young/docview/1516492662/se-2

Pike, P.D. (2015). Online piano lessons: A teacher’s journey into an emerging 21^st-century virtual teaching environment. The American Music Teacher, 65(1), 12-16.http://search.proquest.com.libraryproxy.griffith.edu.au/trade-journals/online-piano-lessons-teachers-journey-into/docview/1711198952/se-2

Pike, P.D. (2016). Autonomous practice: A comparison of self-regulation among first-year music majors and implications for music instructors. MTNA E-Journal, 8(1), 12-17. http://search.proquest.com.libraryproxy.griffith.edu.au/scholarly-journals/autonomous-practice-comparison-self-regulation/docview/1833262739/se-2

Pike, P.D. (2017). Dynamic group-piano teaching: Transforming group theory into teaching practice. Routledge. https://doi.org/10.4324/9781315280370

Dr Elizabeth Pipe

Pipe, L. (2018). The role of gesture and non-verbal communication in popular music performance, and its application to curriculum and pedagogy [Doctoral dissertation, University of West London]. ProQuest Dissertations and Theses Global. http://search.proquest.com.libraryproxy.griffith.edu.au/dissertations-theses/role-gesture-non-verbal-communication-popular/docview/2430689790/se-2

Pipe, L. (2019). “I see you baby…”: Expressive gesture in popular music performance education. In Z. Moir, B. Powell, & G.D. Smith (Eds.), The Bloomsbury handbook of popular music education: Perspectives and practices (pp. 321-326). Bloomsbury. http://dx.doi.org/10.5040/9781350049444.ch-023

Dr Kate Power

Power, K. (2021). “Sustainability” and the performing arts: Discourse analytic evidence from Australia. Poetics, 89, Article 101580. https://doi.org/10.1016/j.poetic.2021.101580

Dr Nicholas Russoniello

Russoniello, N. (2022). A creativity model for the composer performer [Doctoral dissertation, University of Sydney]. Sydney eScholarship Repository. https://hdl.handle.net/2123/29539

Dr Caitlin Shaughnessy

Lisboa, T., Shaughnessy, C., Voyajolu, A., & Ockelford, A. (2021). Promoting the musical engagement of autistic children in the early years through a program of parental support: An ecological research study. Music & Science, 4. https://doi.org/10.1177/20592043211017362

Shaughnessy, C., Perkins, R., Spiro, N., Waddell, G., Campbell, A., & Williamon, A. (2022). The future of the cultural workforce: Perspectives from early career arts professionals on the challenges and future of the cultural industries in the context of COVID-19. Social Sciences & Humanities Open, 6(1). https://doi.org/10.1016/j.ssaho.2022.100296

Dr Anthea Skinner

Skinner, A. (2018). ‘I love my body’: Depictions of sex and romance in disability music culture. Sexualities, 21(3), 350-363. doi:10.1177/1363460716688676

Skinner, A. (2020). Rolling out the “krip hop army”: depictions of disabled solidarity and resistance in Kounterclockwise’s “Whip”. Disability & Society, 37(2), 320-337. doi:10.1080/09687599.2020.1789849

Skinner, A., & Kapuscinski-Evans, J. (2021). Facilitate this! Reflections from disabled women in popular music. Journal of Popular Music Studies, 33(2), 3-14. doi:10.1525/jpms.2021.33.2.3

McFerran, K., Skinner, A., Hall, T., & Thompson, G. (2022). Structure, agency and community: Using online music gatherings to support social inclusion for people with disabilities in Australia during the COVID-19 pandemic. Nordic Journal of Music Therapy, 31(3), 259-272. doi:10.1080/08098131.2021.2008474

Skinner, A., Thompson, G., & Skewes McFerran, K. (2022). Professional pathways for musicians with disability in Victoria, Australia. Musicology Australia, 44(1), 21-42. doi:10.1080/08145857.2022.2088930

Dr Ernesta Sofija

Dr Neta Spiro

Spiro, N., Tymoszuk, U., Perkins, R., Mason-Bertrand, A., Gee, K., & Williamon, A. (2020). Arts engagement trends in the United Kingdom and their mental and social wellbeing implications: HEartS survey. PLoS ONE, 16(3), Article e0246078. https://doi.org/10.1371/journal.pone.0246078

Tsiris, G., Spiro, N., Coggins, O., & Zubala, A. (2020). The Impact Areas Questionnaire (IAQ): a music therapy service evaluation tool. Voices: A World Forum for Music Therapy, 20, 1-27. https://doi.org/10.15845/voices.v20i2.2816

Spiro, N., Perkins, R., Kaye, S., Tymoszuk, U., Mason-Bertrand, A., Cossette, I., Glasser, S., & Williamon, A. (2021). The effects of COVID-19 lockdown 1.0 on working patterns, income, and wellbeing among performing arts professionals in the United Kingdom (April–June 2020). Frontiers in Psychology, 11, Article 594086. https://doi.org/10.3389/fpsyg.2020.594086

Spiro, N., & Schober, M.F. (2021). Discrepancies and disagreements in classical chamber musicians’ characterisations of a performance. Music & Science, 4, 1-26. https://doi.org/10.1177/20592043211011091

Spiro, N., & Sanfilippo, K.R.M. (Eds.). (2022). Collaborative insights: Interdisciplinary perspectives on musical care throughout the life course. Oxford University Press. https://doi.org/10.1093/oso/9780197535011.001.0001

Mrs Kirsten Tong

Tong, K. (2020) Funding for small-to-medium art music organisations in Brisbane (Queensland, Australia): a case study, Music Education Research, 22:5, 495-504, DOI: 10.1080/14613808.2020.1840538

Wolfe, J., & Tong, K. (2020, November 20). Determining public perception of classical musicians’ livelihoods: A survey of concert-going audiences in South East Queensland, Australia. Music in Australia Knowledge Base. Retrieved November 27, 2022 from https://www.musicinaustralia.org.au/determining-public-perception-of-classical-musicians-livelihoods-a-survey-of-concert-going-audiences-in-south-east-queensland-australia/.

Dr George Waddell

Dalmazzo, D., Waddell, G., & Ramirez, R. (2021). Applying deep learning techniques to estimate patterns of musical gesture. Frontiers in Psychology, 11, Article 575971. https://doi.org/10.3389/fpsyg.2020.575971

Ramirez-Melendez, R., & Waddell, G. (2022). Technology-enhanced learning of performance. In G.E. McPherson (Ed.), The Oxford handbook of music performance: Volume 2. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190058869.013.24

Waddell, G., Perkins, R., & Williamon, A. (2019). The evaluation simulator: A new approach to training music performance assessment. Frontiers in Psychology, 10, Article 557. https://doi.org/10.3389/fpsyg.2019.00557

Waddell, G. & Williamon, A. (2022). Measuring the audience. In S.H. Lee (Ed.), Scholarly research in music: Shared and disciplinary-specific practices (2nd Edition, pp. 148-155). Routledge. https://doi.org/10.4324/9781003153924

Professor Heidi Westerlund

Kallio, A.A., Westerlund, H., Karlsen, S., Marsh, K., & Sæther, E. (2021). The politics of diversity in music education. Springer. http://dx.doi.org/10.1007/978-3-030-65617-1

Odendaal, A., & Westerlund, H. (2022). The politics of memory in music education: (Re)imagining collective futures in pluralist societies. Philosophy of Music Education Review, 30(1), 79–99. doi: 10.2979/philmusieducrevi.30.1.06

Väkevä, L., Westerlund, H., & Ilmola-Sheppard, L. (2022). Hidden elitism: The meritocratic discourse of free choice in Finnish music education system. Music Education Research, 24(4), 417-429. https://doi.org/10.1080/14613808.2022.2074384

Westerlund, H., & Gaunt, H. (Eds.). (2021). Expanding professionalism in music and higher music education – A changing game. Routledge. https://doi.org/10.4324/9781003108337

Westerlund, H., Kallio, A., & Karlsen, S. (2022). Interrogating intercultural competence through a “pedagogy of interruption”: A meta-synthesis of intercultural outreach projects in music teacher education. Research Studies in Music Education, 44(2), 380–398. https://doi.org/10.1177/1321103X211026007

Professor Aaron Williamon

Ascenso, S., Delle Fave, A., Perkins, R., & Williamon, A. (2022). Fostering musicians’ wellbeing. In G.E. McPherson (Ed.), The Oxford handbook of music performance: Volume 2 (pp. 574-594). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190058869.013.27

Cartwright, P.A., Küssner, M.B., & Williamon, A. (2021). Key performance dimensions of the “well-tempered musician”: A framework for artist management. International Journal of Arts Management, 23(2), 18-29. http://search.proquest.com.libraryproxy.griffith.edu.au/scholarly-journals/key-performance-dimensions-well-tempered-musician/docview/2522429000/se-2

Paolantonio, P., Cavalli, S., Biasutti, M., & Williamon, A. (2022). Group music making in nursing homes: Investigating experiences of higher education music students. International Journal of Community Music, 15(1), 113-142. https://doi.org/10.1386/ijcm_00054_1

Rink, J., Gaunt, H., & Williamon, A. (Eds.). (2017). Musicians in the making: Pathways to creative performance. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199346677.001.0001

Dr Narelle Yeo

Grant, S., Yeo, N., & Fenton, M. (2022). Traversing the proscenium: Audience enworlding in musical theatre. Australasian Drama Studies, 80, 184-215. http://search.proquest.com.libraryproxy.griffith.edu.au/scholarly-journals/traversing-proscenium-audience-enworlding-musical/docview/2675715970/se-2

Yeo, N.F. (2017). “The infallible protagonist”: A study of complexity theory and rehearsal dynamics in monodrama [Doctoral dissertation, University of Sydney]. Sydney eScholarship Repository. http://hdl.handle.net/2123/16418

Yeo, N., Mohler, S., Paxton, I., Kwan, H. H. T., Massey, L., & Hallworth, T. (2022). “The connection itself was the project”: Capstone experiences for emerging professional musicians through WIL. Student Success, 13(3), 37-45. https://doi.org/10.5204/ssj.2484

Yeo, N., & Rowley, J. (2020). “Putting on a show” non-placement WIL in the performing arts: Documenting professional rehearsal and performance Using e-portfolio reflections. Journal of University Teaching & Learning Practice, 17(4). https://doi.org/10.53761/1.17.4.5