Books by Elizabeth Haddon
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Making Music in Britain looks at music from the unique perspective of the inspirers and motivator... more Making Music in Britain looks at music from the unique perspective of the inspirers and motivators of today, exploring their development as musicians as well as placing their work in the musical context of our time. Those interviewed include:
Dame Janet Baker
Django Bates
Hilary Finch
Graham Fitkin
Howard Goodall
Antony Hopkins
Stephen Hough
Nicola LeFanu
Richard McNicol
Sir Roger Norrington
John Rutter
Andy Sheppard
Kathryn Tickell
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Papers by Elizabeth Haddon
British Journal of Music Education, Jul 1, 2023
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Together in Music, 2021
This case study of The Assembled, an ensemble based at the University of York, UK, explores the a... more This case study of The Assembled, an ensemble based at the University of York, UK, explores the approach, rationale, and processes used to develop performances operating at the intersection of experimental music and devised theatre practices. Detailing the rationale for the formation of the ensemble and the relationship to its institutional educational context, the chapter also discusses the historical background to the work of experimental music ensembles and illuminates the working practices of the group, examining components of collaborative facilitation emerging from participant interviews. These relate to the ethos of the group, methods of operation, considerations of space and audience, and verbal interaction.
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British Journal of Music Education, 2016
This qualitative research examines the influence of learning Javanese gamelan on aspects of music... more This qualitative research examines the influence of learning Javanese gamelan on aspects of musicianship, attitudes and approaches relating to the learning and performance of Western instruments experienced by a sample of UK university music students. In addition to benefits to musicianship, students delineated positive developments in attitudes and approaches to learning and performance. While bi-musicality may be the prerogative of only those who can maintain expertise concurrently in more than one musical style, the concept of dialogical-musicality is proposed as a construct emphasising productive inter-relationships arising from practical engagement with different musical styles at any level.
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British Journal of Music Education, 2014
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Research on Language & Social Interaction, 2013
ABSTRACT During the pursuit of learnables in vocal master classes, masters frequently produce len... more ABSTRACT During the pursuit of learnables in vocal master classes, masters frequently produce lengthy clusters of directives, while students and accompanists orient to early opportunities for putting directives into practice. Participants are therefore faced with a continuous necessity to negotiate whether a directive is to be put into practice “now” or “not now.” Accompanists typically initiate musical (re)performances and are therefore the first to respond to a master's instruction completion, often preempting it early on in a master's potentially final turn constructional unit. Master class participants have to coordinate two action types: masters orient to giving instructions through talk; students and pianists orient primarily to restarting the musical performance.
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British Journal of Music Education, Mar 1, 2009
A survey of final-year music students at the University of York for the Investigating Musical Per... more A survey of final-year music students at the University of York for the Investigating Musical Performance research project found that 45% (23 of the 51 students in the year group) regularly gave instrumental or vocal lessons. Semi-structured interviews with 16 students revealed a range of teaching activities including workshop leading, one-to-one lessons and group teaching. This paper examines the attitudes of the nine students engaged in giving instrumental lessons and explores their development as teachers and their understanding of some of the key concepts of teaching and learning. Findings suggest that students learned to teach through increased experience rather than formal training, and although they were enthusiastic, reporting benefits to their own learning and performing, they could have been more pro-active regarding their development as teachers and more resourceful in their approaches towards lesson content and materials, strategies relating to modelling and motivation and the teaching of practice techniques. Increased provision of support and training opportunities could be made by Higher Education institutions, by giving students feedback regarding their effectiveness as teachers, opportunities to discuss their teaching, and enabling learning through mentoring partnerships with more experienced teachers.
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Creative Teaching for Creative Learning in Higher Music Education, 2016
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The Investigating Musical Performance research project was devised to explore how musicians devel... more The Investigating Musical Performance research project was devised to explore how musicians develop their learning about performance in undergraduate, postgraduate, and wider community contexts. Analysis of questionnaire data from 264 respondents revealed that mental rehearsal was the least popular aspect of musical learning, but verbal data from case study interviews showed that student musicians used musical imagery in various ways and ascribed many meanings to the term. This paper, through a short, specially devised questionnaire, explores how undergraduate musicians at the University of York and their professors use musical imagery. Many reported using it for specific musical activities such as practice, composition, performance, and thinking music in the mind for pleasure, although it was not necessarily a developed skill. Because the benefits are significant, it is proposed that imagery work should become a more formal part of musical training rather than a peripheral part of ...
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Musicae Scientiae, 2015
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British Journal of Music Education, 2009
A survey of final-year music students at the University of York for the Investigating Musical Per... more A survey of final-year music students at the University of York for the Investigating Musical Performance research project1 found that 45% (23 of the 51 students in the year group) regularly gave instrumental or vocal lessons. Semi-structured interviews with 16 students revealed a range of ...
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British Journal of Music Education, 2009
A survey of final-year music students at the University of York for the Investigating Musical Per... more A survey of final-year music students at the University of York for the Investigating Musical Performance research project1 found that 45% (23 of the 51 students in the year group) regularly gave instrumental or vocal lessons. Semi-structured interviews with 16 students revealed a range of ...
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ORFEU
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Research Studies in Music Education, 2017
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Cambridge Univ Press
... Free moodle courses are available at www.ucan.me.uk. Jonathan runs an active blog at www.jsav... more ... Free moodle courses are available at www.ucan.me.uk. Jonathan runs an active blog at www.jsavage.org.uk and can be followed on Twitter @jpjsavage. Lauri Väkevä is a Professor of Music Education at Sibelius Academy, Finland. ...
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Books by Elizabeth Haddon
Dame Janet Baker
Django Bates
Hilary Finch
Graham Fitkin
Howard Goodall
Antony Hopkins
Stephen Hough
Nicola LeFanu
Richard McNicol
Sir Roger Norrington
John Rutter
Andy Sheppard
Kathryn Tickell
Papers by Elizabeth Haddon
Dame Janet Baker
Django Bates
Hilary Finch
Graham Fitkin
Howard Goodall
Antony Hopkins
Stephen Hough
Nicola LeFanu
Richard McNicol
Sir Roger Norrington
John Rutter
Andy Sheppard
Kathryn Tickell
Keywords: musical imagery; learning; students; professors