Student Supervision

I am open to working with students on projects about:
  • Everyday music engagement, practices, identity
  • Digital listening technologies
  • The role of music and arts in promoting health and well-being
  • Music/radio, ageing, & well-being
  • Facilitating music engagement
  • Audience and performer interaction

If you are interested, get in touch with a research question/idea/proposal.

As a supervisor, I aim to assist students by:
  • offering advice in your field of study and providing direction for your research/career;
  • setting milestones (collaboratively) and monitoring your progress;
  • providing feedback, encouragement and support.
For more information, check out my advising statement. All students who work with me are members of my lab.


Current postgraduate student supervision:

Maurer, S. (2017-Present). Generating and perceiving expressive body movement in contemporary solo flute performance. [PhD]

McClymont, R. (2021-Present). The impact of attending music-focussed mental health
events on future help-seeking. [Masters]

Putter, K. (2022-Present). BAMBOO: The influence of a digital peer support initiative on maternal self-efficacy and psychological well-being during the perinatal period. [PhD]

Crisp, L. (2022-Present). Music listening for maternal well-being during pregnancy and labour: A scoping review. [Masters]

Previous postgraduate student supervision:

Fletcher, H. (2017-2020). Content, delivery, and perception: Investigating the voice teacher’s approach in Australia. [PhD awarded 2020] [https://minerva-access.unimelb.edu.au/handle/11343/241587]

Kiernan, F. (2018-2019). The figure of Jan Dismas Zelenka (1679-1745) in the History of Emotions. [PhD awarded 2019] [https://minerva-access.unimelb.edu.au/handle/11343/228873; see also https://journals.sagepub.com/doi/full/10.1177/1029864920988883]

McArthur, S. (2017-2022). 'How I wonder what you are': Interpreting the child's early experiences of learning to play the cello. [PhD awarded 2022] [https://minerva-access.unimelb.edu.au/items/8286e624-7eaf-44e2-aea5-e18bfb4b2074]

Current undergraduate student supervision:

Coming soon!


Previous undergraduate student supervision:

Briggs, C. (2022). Lover" or "traitor": Comparing playlists curated for love-related contexts. [Honours]

Gallaway, N. (2022). Examining the experiences of flow in everyday life. [Honours]

Lloyd-Lewis, B. (2022). Do statistics have students numbered? Exploring psychology subject offerings. [Honours]

Root, T., Campbell, E., & Walker-Campbell, R. (2022). Investigating music and science identities. [GradDip group]

Balgue, M. (2021). Examining experiences of psychological flow in everyday life. [Honours]

Howard, G. (2021). Investigating music and science identities. [Honours]

Maher, K. (2021). Teaching and learning statistics in the wake of COVID-19. [Honours] 

Putter, K. (2021). Serving rhymes and serving time: Gangsta rap-related perceptions of personality, criminality and gender. [Honours]

Garrigan, J., Glynn, J., Jakob, D., Lewis, H., & Mitchell, C. (2021). Everyday life during the COVID-19 pandemic. [GradDip group]

Warrener, E. (2016). Parenting style as a predictor of problem music preference. [Honours] [https://journals.sagepub.com/doi/abs/10.1177/0305735618816173]

Mackin, S., Mossman, A., Murray, T., Oliver, N., & Tee, V. (2016). How do people listen to music in daily life? Defining the concept of control. [https://journals.sagepub.com/doi/full/10.1177/2059204320931643]

Flynn, S., Goh, K., Li, B., & Wake, S. (2016). Music listening as a coping mechanism for everyday stress. [https://journals.sagepub.com/doi/abs/10.1177/10298649211030318]

Crawford, S. (2015). Exploring the effects of age, social rewards, and life stress on the creative productivity of 11 rock musicians. [Honours]

Flynn, E., & Whyte, L. (2015). The effect of musical fit on consumers’ evaluations of different products[https://journals.sagepub.com/doi/full/10.1177/0305735620976927]