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.
Current postgraduate student supervision:
McArthur, S. (2017-Present). How I wonder
what you are: An interpretive phenomenological analysis of the first 18 months
of string lessons and how this early learning influences actual and predicted
musical engagement. [PhD]
Maurer, S. (2017-Present). Generating and
perceiving expressive body movement in contemporary solo flute performance. [PhD]
Sharouni, T.J. (2021-Present). Evaluation of the “Proud Warrior” military mentorship program for young people. [PhD]
McClymont, R. (2021-Present). The impact of attending music-focussed mental health
events on future help seeking. [Masters]
Putter, K. (2022-Present). [PhD]
Crisp, L. (2022-Present). [Masters]
Previous postgraduate student supervision:
Dahlenburg, H. (2017-2019). The
investigation of practice and career-focused activities in advanced classical
singers. [Masters]
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]
Current undergraduate student supervision:
2022 TBD.
Previous undergraduate student supervision:
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.
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]
