Academic Writings
Teaching Brass Ensembles: Pastime With Good Company - a blog for Trinity College (May 2019)
Incorporating improvisation into your piano lesson - a blog for Trinity College (Jan. 2018)
Incorporating improvisation into your piano lesson - a blog for Trinity College (Jan. 2018)
Mimesis, Memory, and Borrowed Materials: A Portfolio Of Compositions (2013)
Submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy
Abstract
This thesis consists of a portfolio of nine musical compositions with accompanying recordings and commentary. The works included range from solo chamber music to large ensemble and explore the notions of mimesis, memory, and borrowed materials in musical composition. The commentary begins by providing a framework and historical context to the portfolio and in particular explores mimesis as an æsthetic device across the centuries and art forms. Music for amateurs and multiple tempi are then presented as two sub facets within the main research before a detailed exploration of the various source materials ensues. The commentary examines different approaches taken to an eclectic mix of source materials including popular music, hymns and plainchant, and music from the classical canon. Questions raised by writing music with multiple tempi or for amateurs are addressed before a general conclusion examining approaches to melody, harmony, rhythm, and form, across the portfolio.
Submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy
Abstract
This thesis consists of a portfolio of nine musical compositions with accompanying recordings and commentary. The works included range from solo chamber music to large ensemble and explore the notions of mimesis, memory, and borrowed materials in musical composition. The commentary begins by providing a framework and historical context to the portfolio and in particular explores mimesis as an æsthetic device across the centuries and art forms. Music for amateurs and multiple tempi are then presented as two sub facets within the main research before a detailed exploration of the various source materials ensues. The commentary examines different approaches taken to an eclectic mix of source materials including popular music, hymns and plainchant, and music from the classical canon. Questions raised by writing music with multiple tempi or for amateurs are addressed before a general conclusion examining approaches to melody, harmony, rhythm, and form, across the portfolio.
Mimesis, Memory, and Borrowed Materials: A Portfolio Of Compositions (2013) | |
File Size: | 7019 kb |
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Using Information Communication Technology in Performing and Composing at Key Stages 3 and 4. Reading (2006)
A broad National Curriculum and inadequate assessment model: professional issues for secondary music teachers. Institute of Education, London (2006)
School Websites: An Educational Tool? Reading, (2006)
The Electronic Keyboard: its use and application in Secondary Music Teaching. Reading, (2006)
Abstract
The electronic keyboard has risen in popularity since its birth in the early 1980s and is currently one of the most popular classroom instruments in the United Kingdom. However, the use and application of this instrument has been largely ignored as a focus for research. This study examined factors associated with using keyboards to teach classroom music. Data were collected through questionnaires (n=26) and follow-up interviews (n=6) with music teachers in Berkshire (UK). The results reaffirm the ubiquitous position that keyboards hold in the classroom and show that they are being employed in creative and diverse ways. Whilst teachers feel that keyboards motivate pupils, foster inclusion, and facilitate musical progression, their use is not without problems. A need for a greater balance is perceived between different methods of keyboard use to include: group work, whole-class work, and other instruments. Many problems associated with keyboard use relate to financial constraints on teachers. In particular, features such as touch response and accompaniment styles appear only to be employed at a significant level by departments with a homogenous set of keyboards. This suggests that manufacturers need to design a keyboard specifically for educational use with the needs of teachers and their budgets in mind.
Abstract
The electronic keyboard has risen in popularity since its birth in the early 1980s and is currently one of the most popular classroom instruments in the United Kingdom. However, the use and application of this instrument has been largely ignored as a focus for research. This study examined factors associated with using keyboards to teach classroom music. Data were collected through questionnaires (n=26) and follow-up interviews (n=6) with music teachers in Berkshire (UK). The results reaffirm the ubiquitous position that keyboards hold in the classroom and show that they are being employed in creative and diverse ways. Whilst teachers feel that keyboards motivate pupils, foster inclusion, and facilitate musical progression, their use is not without problems. A need for a greater balance is perceived between different methods of keyboard use to include: group work, whole-class work, and other instruments. Many problems associated with keyboard use relate to financial constraints on teachers. In particular, features such as touch response and accompaniment styles appear only to be employed at a significant level by departments with a homogenous set of keyboards. This suggests that manufacturers need to design a keyboard specifically for educational use with the needs of teachers and their budgets in mind.
Educational implications of Vygotsky's Zone of proximal development on collaborative work in the classroom. Reading (2005)
Pupils' Understanding and opinion of a new reporting and intervention system. Reading (2005)
Abstract
Literature on reporting and intervention is based on the views of teachers and parents whilst neglecting pupils’ opinions. This study will critique a new reporting and intervention system at a secondary comprehensive school in Surrey (UK) by examining pupils’ perceptions. 16 pupils (8 Year eight and 8 Year ten) were interviewed at the case-study school using a semi-structured approach. Their understanding and appreciation of the new reports and their views on the proposed intervention programme were obtained. Pupils appeared to welcome the extra reports generated by the new system and were in favour of the intervention strategies planned. Overall, the results raise a number of issues that require careful consideration when planning a new reporting system or intervention programme: new school-wide systems must be well publicised enabling correct understanding and valid interpretations to be drawn, and pupil consultation in the planning of intervention strategies is essential to their success.
Abstract
Literature on reporting and intervention is based on the views of teachers and parents whilst neglecting pupils’ opinions. This study will critique a new reporting and intervention system at a secondary comprehensive school in Surrey (UK) by examining pupils’ perceptions. 16 pupils (8 Year eight and 8 Year ten) were interviewed at the case-study school using a semi-structured approach. Their understanding and appreciation of the new reports and their views on the proposed intervention programme were obtained. Pupils appeared to welcome the extra reports generated by the new system and were in favour of the intervention strategies planned. Overall, the results raise a number of issues that require careful consideration when planning a new reporting system or intervention programme: new school-wide systems must be well publicised enabling correct understanding and valid interpretations to be drawn, and pupil consultation in the planning of intervention strategies is essential to their success.