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Proposing and piloting a criterion- and standard-based assessment framework in teaching Cantonese operatic singing in Guangdong, China
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- 05 May 2023, pp. 361-384
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Does learning to play an instrument have an impact on change in attainment from age 11 to 16?
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- 20 April 2023, pp. 297-310
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Why did you (not) choose your main musical instrument? Exploring the motivation behind the choice
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- 10 March 2023, pp. 74-85
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Challenges and tension fields in classical instrumental group tuition: interviews with Swedish Art and Music School teachers
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- 03 March 2023, pp. 168-180
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Impact of studying practical instrumental music on the psychological well-being of disadvantaged university students
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- 28 November 2022, pp. 158-167
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Signs of the times: the Canterbury children’s operas of Alan Ridout
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- 09 November 2022, pp. 181-192
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Developing teacher curriculum design expertise: using the CDC Model in the music classroom
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- 07 November 2022, pp. 255-270
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The musical lives of young children in Aotearoa New Zealand
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- 25 November 2022, pp. 256-272
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How a young child sings a well-known song before she can speak
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- 25 November 2022, pp. 292-301
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Babysong revisited: communication with babies through song
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- 25 November 2022, pp. 273-285
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Investigating the impact of volunteering with Melody Music Birmingham on the professional development and career pathways of Royal Birmingham Conservatoire students
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- 12 September 2022, pp. 220-233
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Time for change? Recurrent barriers to music education
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- 02 May 2022, pp. 203-217
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Making sense of democratisation: a case study about extracurricular music workshops in France
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- 11 April 2022, pp. 66-79
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Creating a musical for pre-schoolers in South Africa as pedagogical praxis for a tertiary music education module
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- 06 April 2022, pp. 109-123
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The importance of threshold concepts and formative assessment in lower-secondary school group composing
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- 05 April 2022, pp. 145-156
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Practicalities of a spiral-inspired approach
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- 30 March 2022, pp. 125-130
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Reflections on the concept of musical development
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- 30 March 2022, pp. 92-105
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The sequence of musical development and its place in Swanwick’s meta-theory of music education: a personal response
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- 30 March 2022, pp. 80-91
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The significance of formative assessment for pupils’ spiral progression in English lower secondary school group composing
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- 30 March 2022, pp. 120-124
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Reflections on the sequence of musical development
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- 30 March 2022, pp. 44-50
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