Below is a selected bibliography of the research outputs from School of Music Researchers.


For a full list of publications from the School of Music, please visit eSpace

Abad, V & Barrett, M.S. (2016). Families and music early learning programs: Boppin' Babies. In S.L. Jacobsen & G. Thompson (Eds.), Music therapy with familes: Therapeutic approaches and theoretical persepctives (pp. 135-151). London: Jessica Kingsley Publishers.

Ballantyne, J. (2017). Using mobile technologies and problem-seeking pedagogies to bridge universities and workplaces. In, The Oxford Handbook of Technology and Music Education (pp.575-580) New York, New York: Oxford University Press.

Ballantyne, J., Canham, N. & Barrett, M.S. (2016). Facilitating dissonance: Implications for social justice in music teacher education. In L. Delorenzo (ED.), Giving voice to democracy in music education: diversity and social jsutice in the classroom. New York: Routledge.

Ballantyne, J. and Mills, C. (2015). The intersection of music teacher education and social justice: Where are we now?. In C. Benedict, P. Schmidt, G. Spruce, and P. Woodford (Eds.), The Oxford Handbook of Social Justice in Music Education (pp, 644-657) Oxford, Oxford University Press.

Barrett, M.S. (2017). Laying the foundations for narrative identities in and through music. In R. MacDonald, D. Hargreaves, & D. Miell (Eds). Handbook of musical identities. Oxford: Oxford University Press.

Barrett, M.S. (2017). Singing and invented song-making in infants and young children’s early learning and development: from shared to independent song-making. In G. F. Welch, D. M. Howard & J. Nix (Eds). The Oxford handbook of Singing. Oxford: Oxford University Press.

Barrett, M.S. (2016) (Ed.). Collaborative Creative Thought and Practice in Music (SEMPRE Studies in The Psychology of Music). Taylor and Francis.

Barrett, M.S. (2016). Policy and the lives of school-aged children. In P. Schmidt & R. Colwell (Eds.), Policy and the political life of music education. New York: Oxford University Press.

Barrett, M.S., Ford, A., Murphy, P., Pollett, P., Sellars, E., & Viney, L. (2014). The Scattering of Light: Shared insights into the collaborative and cooperative processes that underpin the development and performance of a commissioned work. In M.S. Barrett (Ed.), Collaborative creative thought and practice in music (pp.17-31) Farnham, Surrey, United Kingdom: Ashgate.

Barrett, M.S., & Westerlund, H. (2017). Practices of music education and learning across the lifespan: An exploration of values and purposes. In G. Barton & M. Baguley (Eds.) The Palgrave Handbook of Global Arts Education.  UK: Palgrave Macmillan.

Collins, D. (2018). Canon in Baroque Italy: Paolo Agostini's colleection of masses, motets and counterpoints from 1627. In L.B. Bodley (Ed.) Music preferred: Essays in musicology, cultural history and analysis in honour of Harry White (pp.117-140) Vienna, Austria: Hollitzer Wissenschaftsverlag

Collins, D. (2016). Continuity and discontinuity in contrapuntal techniques ca.1500. In M. Veselinovic-Hofman, V. Mikic, T. Popovic Mladenovic, and I. Perkovic (Eds.), Music: transitions/continuities (pp,120-132) Belgrade, Serbia: Faculty of Music, University of Arts in Belgrade.

Collins, S. & Perry, S. (2015). 'The Beauty of Bravery': Alternative modernisms, de-historicizing Grainger. In Grainger the Modernist (pp.17-32) Farnham, Surrey, Uk: Ashgate Publishing.

Davidson, J.W. & Broughton, M.C. (2015). Bodily mediated coordination, collaboration, and communication in music performance. In S. Hallam, I. Cross, and M. Thaut (Eds.), The Oxford Handbook of Music Psychology 2nd ed. Oxford, UK: Oxford University Press.

Davidson, R. (2014). Collaborating across musical style boundaries. In M.S. Barrett (Ed.), Collaborative creative thought and practice in music (pp.66-78) Farnham, Surrey, United Kingdom: Ashgate

Viney, L. (2016). Tim Minchin's 'Come home (Cardinal Pell)' is a pitch-perfect protest song. In J. Watson (Ed), The Conversation Yearbook 2016 (pp.1-8) Melbourne, Australia: Melbourne University Press

Viney, L. & Grinberg, A. (2014). Collaboration in duo piano performance: 'Piano Spheres'. In M.S. Barrett (Ed.), Collaborative creative thought and practice in music (pp. 157-172) Farnham, Surrey, United Kingdom: Ashgate

Bailes, F., Dean, R.T., & Broughton, M.C. (2015) How different are our perceptions of equal-tempered and microtonal intervals? A behavioural and EEG Survey. PLoS One, 10 8.

Ballantyne, J. & Zhukov, K. (2017) A good news story: Early-career music teachers' accounts of their 'flourishing' professional identities. Teaching and Teacher Education 68 241-251.

Barrett, M.S., Flynn, L.M. & Welch, G.F. (2018) Music value and participation: An Australian case study of music provision and support in early childhood education. Research Studies in Music Eduation.

Barrett, M.S. (2016) Attending to “culture in the small”: A narrative analysis of the role of play, thought, and music in young children’s world-making. Research Studies in Music Education38 1: 41-54.

Barrett, M.S. & Bond, N. (2015) Connecting through music: The contribution of a music programme to fostering positive youth development. Research Studies in Music Education, 37 1: 37-54.

Broughton, M.C. (2015). Indicators of music performance anxiety in nonverbal behaviors: A case report of a classical vocal soloist.  Journal of Psychology and Psychotherapy, 5 2: 1000176.1-1000176.5

Broughton, M.C. & Davidson, J.W. (2016) An expressive bodily movement repertoire for Marimba performance, revealed through observers' Laban effort-shape analyses, and allied musical features: Two case studies. Frontiers in Psychology7 AUG

Broughton, M.C., Schubert, E., Harvey, D.G., & Sevens, C.J. (2017) Continuouts self-report engagement responses to the live performance of an atonal, post-serialist solo marimba work. Psychology of Music.

Brown, A.R., Gifford, T., & Davidson, R. (2015) Techniques for generative melodies inspired by music cognition. Computer Music Journal, 39 1: 11-26.

Collins, D. (2017) Instructions for keyboard accompaniment in Music Manuscript 244 of the University of Melbourne. Musica Disciplina, 60 173-200.

Collins, D. (2016) Discomfit them, O Lord, that trust in their own multitude: A new editorial approach to the Tallis-Byrd Cantiones sacrae. Musicology Australia38 2: 172-181.

Collins, D. (2015) Taneyev's theories of moveable counterpoint and the music of J.S. Bach. BACH: Journal of the Riemenschneider Bach Institute, 46 2: 22-45.

Davidson, R., & Lupton, M. (2016) 'It makes you think anything is possible': Representing diversity in music theory pedagogy. British Journal of Music Education33 2: 175-189.

Klein, E. (2016) Feigning humanity: virtual instruments, simulation and performativityIASPM@Journal6 2: 22-48.

Klein, E. (2015) Performing Nostalgia On Record: How Virtual Orchestras And YouTube Ensembles Have Problematised Classical MusicJournal on the Art of Record Production, 9

Koehler, K. & Broughton, M.C. (2017) The effect of social feedback and social context on subjective affective responses to music. Musicae Scientiae, 21 4: 479-498

Love, K.G., & Barrett, M.S. (2016) A case study of teaching and learning strategies in an orchestral composition masterclass. Psychology of Music44 4: 830-846.

McPherson, G. E., Osborne, M. S., Barrett, M. S., Davidson, J. W. & Faulkner, R. (2015) Motivation to study music in Australian Schools: The impact of msuic learning, gender, and socio-economic status. Research Studies in Music Education, 37 2: 141-160

Mills, C., & Ballantyne, J. (2016) Social justice and teacher education: A systematic review of empirical work in the field.  Journal of Teacher Education, 67 4: 263-276.

Osbourne, M. S., McPherson, G. E., Faulkner, R., Davidson, J. W. & Barrett, M. S. (2015) Exploring the academic and psychosocial impact of El Sistema-inspired music programs within two low socio-economic schools. Music Education Research, 18 2: 156-175.

Randles, C. & Ballantyne, J. (2016) Measuring self-perceptions of creative identity: A cross-cultural comparison of the creative identities of pre-service music teachers in the US and Australia. Music Education Research, 1-11.

Rickert, D. L.L., Barrett, M. S., & Ackermann, B. J. (2015) Are music students fit to play? A case study of health awareness and injury attitudes amongst tertiary student cellists. International Journal f Music Education, 33 4: 426-441.

Viney, L. & Blom, D. (2015) Preparing stylistically challenging contemporary classical repertoire for performance: Interpreting Kumari. International Journal of Music Education33 1: 66-79.

Williams, K. E., Barrett, M. S., Welch, G. F., Abad, V., and Broughton, M.C. (2015) Associations between early shared music activities in the home and later child outcomes: Findings from the Longitundinal Study of Australian Children. Early Childhood Research Quarterly, 31 2:113-124.

Zhukov, K. (2016) Experiential (informal/non-formal) practice does not improve sight-reading skills. Musicae Scientiae, 1-12.

Zhukov, K., Viney, L., Riddle, G., Teniswood-Harvey, A. and Fujimura, K. (2016) Improving sight-reading skills in advanced pianists: A hybrid approach.. Psychology of Music44 2: 155-167