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Research_

Music education

Enhancing the teaching and learning of music across all educational settings
Our multi-dimensional research is informed by specialist knowledge of teaching and learning inside traditional, popular and contemporary music. We combine methodologies of education with musicological, sociological, psychological, historical, and cultural studies.

We examine music teaching and learning from a range of perspectives, in all contexts, through the various levels of primary and secondary school and university systems to studio teaching, community music activity, informal learning, music therapy and music in notated and non-notated traditions. Our specialists in Southeast Asia, the Pacific, and Aboriginal and Torres Strait Islander peoples music are working side by side those researching digital music and the technologies utilised in the music education of school students.

Our academic staff also bring expertise in wider teacher education fields, such as:

  • gifted and special education
  • educational and developmental psychology
  • social foundations of education
  • digital literacies and ePortfolio thinking
  • e-learning and social media
  • mentoring practices
  • music educator identity and worldview
  • social justice and decolonisation
  • music technology
  • creativity: learning composition, songwriting, and production
  • modernising traditional practices

Their work is widely published in books and major international journals in music education, technology, music psychology, teacher education, popular music, ethnomusicology, and cultural studies.

Research Strands

Popular Music: responding to the current landscape of contemporary music, film music, with a performance focus for school based musiking.

Technology and digital music: exploring the operational aspects of global digital music practices.

Ensemble pedagogy: exploring musical and educational resources and strategies used with groups of musically-untrained children and adults.

Curriculum and Pedagogy: curriculum is the content taught, while pedagogy is seen as the way in which it is taught. Pedagogy and curriculum thus blend together as the understanding between how to teach and why we teach in a certain way.

Cognition: the scientific practice of how and why learning occurs.

Music composition: creating original pieces within musical concepts and components.

Leadership and Mentoring: as a process for a transmission of knowledge, social capital, and the psychosocial support perceived by the recipient as relevant to work, career, or professional development, mentoring can be seen as a form of leadership.

Our researchers

We offer postgraduate training in many types of music teaching, learning and curriculum, placing creativity, pedagogic practices and cultural diversity at the centre of all we do. The wide range of topics available reflect our broad view of music education.

There is a tradition of hosting free seminars, About Music Education, where we invite leading practitioners and researchers to provoke discussion with a short, “TED-style” presentation on a topic of their choice. It is hoped this will return in 2022. For a showcase of this series, see our past events page. We offer professional learning for in-service music teachers on a variety of curricular and co-curricular topics.

Publications

  • Coyle, J. (2020). Boys' Voices, Lads' Voices: Benjamin Britten and the "Raggazo" (Continental) Sound. Choral Directions Research, 1(1), 71-93.
  • Marsh, K., Ingram, C., Dieckmann, S. (2020). Bridging Musical Worlds: Musical Collaboration Between Student Musician-Educators and South Sudanese Australian Youth. In Heidi Westerlund, Sidsel Karlsen, Heidi Partti, editors (Eds.), Visions for intercultural music teacher education, (pp. 115-134). Cham: Springer. [More Information]
  • Bennett, D., Knight, E., Rowley, J. (2020). The role of hybrid learning spaces in enhancing higher education students' employability. British Journal of Educational Technology, 51(4), 1188-1202. [More Information]
  • Yeo, N., Rowley, J. (2020). "Putting on a Show" Non-Placement WIL in the Performing Arts: Documenting Professional Rehearsal And Performance Using Eportfolio Reflections. Journal of University Teaching & Learning Practice, 17(4), 1-17. [More Information]
  • Webb, M., Webb-Gannon, C. (2020). Decolonization, popular song and Black-Pacific identity in Melanesia. Media, Culture and Society, 42(1), 142-151. [More Information]
  • Coyle, J. (2019). A Reappraisal of the Relationship Between Benjamin Britten and Walter Greatorex. Current Musicology, 105, 42-55.
  • Coyle, J. (2019). Are voices in community singing becoming lower? Australian Voice, 20, 40-45.
  • Rowley, J., Bennett, D., Schmidt, P. (2019). How is Leadership Developed in Higher Music Education? In Dawn Bennett, Jennifer Rowley, Patrick Schmidt (Eds.), Leadership and Musician Development in Higher Music Education, (pp. 6-13). New York: Routledge. [More Information]
  • Rowley, J., Bennett, D. (2019). How is Leadership Practised in Higher Music Education? In Jennifer Rowley, Dawn Bennett, Patrick Schmidt (Eds.), Leadership of Pedagogy and Curriculum in Higher Music Education, (pp. 10-17). New York: Routledge. [More Information]
  • Bennett, D., Rowley, J., Schmidt, P. (2019). Institutional Leadership and Musician Development in Higher Music Education. In Dawn Bennett, Jennifer Rowley, Patrick Schmidt (Eds.), Leadership and Musician Development in Higher Music Education, (pp. 190-201). New York: Routledge. [More Information]
  • Reid, A., Bennett, D., Rowley, J. (2019). Leadership as an Essential Graduate Attribute for Musicians. In Dawn Bennett, Jennifer Rowley, Patrick Schmidt (Eds.), Leadership and Musician Development in Higher Music Education, (pp. 103-114). New York: Routledge. [More Information]
  • Bennett, D., Rowley, J. (2019). Leading Change in Higher Music Education Pedagogy and Curriculum. In Jennifer Rowley, Dawn Bennett, Patrick Schmidt (Eds.), Leadership of Pedagogy and Curriculum in Higher Music Education, (pp. 178-187). New York: Routledge. [More Information]
  • Rowley, J. (2019). The Musician as Teacher: Navigating Future Self for Career Development. In Jennifer Rowley, Dawn Bennett, Patrick Schmidt (Eds.), Leadership of Pedagogy and Curriculum in Higher Music Education, (pp. 150-169). New York: Routledge. [More Information]
  • Rowley, J. (2019). Transitioning to Career: Talented Musicians' Identity Development. In Susen R. Smith (Eds.), Handbook of Giftedness and Talent Development in the Asia-Pacific, (pp. 1-22). Singapore: Springer. [More Information]
  • Munday, J., Rowley, J. (2019). Art and Identity: Secondary Students Discovering a 'Sense of Self' Through Creating Artworks and Webpages. ab-Original: Journal of Indigenous Studies and First Nations and First Peoples' Cultures, 3(1), 1-23. [More Information]
  • Reid, A., Rowley, J., Bennett, D. (2019). From expert student to novice professional: higher education and sense of self in the creative and performing arts. Music Education Research, 21(4), 399-413. [More Information]
  • Webb, M. (2019). Melanesian Worlds of Music and Dance. In Eric Hirsch, Will Rollason (Eds.), The Melanesian World, (pp. 455-470). Abingdon: Routledge. [More Information]
  • Webb, M., Webb, C. (2019). "More than a Music, It's a Movement": West Papua Decolonization Songs, Social Media, and the Remixing of Resistance. The Contemporary Pacific, 31(2), 309-343. [More Information]
  • Marsh, K., Harwood, E. (2018). Children's ways of learning inside and outside the classroom. In Gary McPherson (Eds.), Music Learning and Teaching in Infancy, Childhood, and Adolescence: An Oxford Handbook of Music Education, (pp. 102-120). Oxford UK: Oxford University Press.
  • Marsh, K. (2018). Commentary: Music learning and teaching during childhood: Ages 5-12. In Gary McPherson (Eds.), Music Learning and Teaching in Infancy, Childhood, and Adolescence: An Oxford Handbook of Music Education, (pp. 97-101). Oxford UK: Oxford University Press.
  • Marsh, K., Lum, C. (2018). Multiple worlds of childhood: Culture and the classroom. In Gary McPherson (Eds.), Music Learning and Teaching in Infancy, Childhood, and Adolescence: An Oxford Handbook of Music Education, (pp. 160-177). Oxford UK: Oxford University Press.
  • Rowley, J., Munday, J., Polly, P. (2018). Preparing Future Career Ready Professionals: A Portfolio Process to Develop Critical Thinking Using Digital Learning and Teaching. In Michael E. Auer, David Guralnick and Istvan Simonics (Eds.), Teaching and Learning in a Digital World: Proceedings of the 20th International Conference on Interactive Collaborative Learning Volume 1, (pp. 702-707). Cham: Springer. [More Information]
  • Rowley, J., Munday, J. (2018). The evolved landscape of ePortfolios: Current values and purposes of academic teachers and curriculum designers. Journal of Teaching and Learning for Graduate Employability, 9(1), 3-22. [More Information]
  • Webb-Gannon, C., Webb, M., Solis, G. (2018). The "Black Pacific" and decolonisation in Melanesia: Performing negritude and indigenitude. J P S (The Journal of the Polynesian Society), 127(2), 177-206. [More Information]