- Inclusive Education;
- Inclusive Music Education;
- Arts integration in the primary school;
- The social impact of music making;
- Effective teaching and learning in higher and professional education;
- Music for health and wellbeing;
- Intergenerational music making;
- Ear-playing and vernacular performance practices;
- Choral conducting education, and instrumental tuition.
I have experience in Teaching and Learning in Higher and Professional Education in four countries (Ireland, UK, Greece, and Cyprus), and with undergraduate and postgraduate student musicians and pre-service teachers. I am currently Lecturer in Music Education at Mary Immaculate College (MIC), Ireland, where I teach and supervise across different programmes, whilst also mentor pre-service teachers on their school placements. I am also a Visiting Professor at the University of Macedonia, Greece, where I teach on a MA in Music and Society and I supervise MA dissertations. Before joining MIC I worked as a Senior Lecturer in Music at Canterbury Christ Church University, UK, where I designed and led a Pathway on Music Education, Health and Psychology for seven years. The modules of the Pathway focused on preparing student musicians for diverse, portfolio careers in music. Between 2009 and 2012 I engaged in postdoctoral research in two high impact projects: 1. The ‘Music for Life Project’, which won ‘The Royal Society for Public Health Arts and Health Awards 2014’, for Research excellence; and 2. ‘Ear-playing in the instrumental lesson: an approach based on popular musicians’ learning practices’.
I am a Senior Fellow of the Higher Education Academy (SFHEA) in recognition of my achievements in designing and delivering high quality teaching experiences and in supporting the students’ learning and employability. I hold a Ph.D in choral conducting education from UCL - Institute of Education, UK, funded by the A. Onassis Foundation. I have also set up and conducted children’s choirs in schools and in the community. My research spans the intersection of active music making, health and wellbeing; and creative approaches to learning at school, the community and beyond, such as informal learning and playing by ear. Ultimately, motivation for my research derives from my belief that musical experiences can bring about positive change in the individual and the society. I am currently researching inclusive music education through arts integration experiences. I have a passion for applied research and a strong and international research profile including interdisciplinary collaborations. I have taken leading roles in major international music education projects such as ‘Ethno Research’, and ‘Mapping the musical lifecourse: Advancing theoretical frameworks and methodologies for understanding emergent affordances, challenges, and constraints across the musical lifecours; and in UK projects such as the Greater London Authority Music Education Audit, and the London Symphony Orchestra (LSO) Music education programme. I have also been invited by the Association of British Choral Directors (ABCD); and by Sing Up Canvey Island to evaluate their music education programmes; and by Oily Cart to evaluation their sensory theatre projects. I am a co-author for the books Active Ageing with Music (2014) published by the IoE University Press and Contexts for Music Learning and Participation (2020) published by Palgrave.
- 2023 – Post Graduate Certificate in Academic Practice (PGCAP), Mary Immaculate College, Limerick
- 2023 - Universal Design for Learning (UDL) badge, Mary Immaculate College, Limerick
- 2015 - Qualified Teacher Status (QTS) for Music, Department for Education, United Kingdom
- 2011 - Professional Certificate of Teaching and Learning in Higher and Professional Education. UCL Institute of Education, University of London (with this certificate I was awarded a Fellowship of the Higher Education Academy - FHEA)
- 2009 - Ph.D. in Education (Music); Department of Arts and Humanities, Faculty of Culture and Pedagogy, Institute of Education, University of London (UK). Thesis title: ‘Modelling Effective Choral Conducting Education through an exploration of example teaching and learning in England’
- 2004 - MA in Music (Performance Practice); Department of Music, University of York (UK). Thesis/ Recital theme: ‘Εlements of National Styles and Gypsy Influences in the works of Dvorak, Brahms, de Falla, Ravel and Bizet.’
- 1998 – BMUs and Integrated Master in Music; Ionian University, Corfu, Greece, Department of Music [First Class Honours with Distinction]. Thesis title: ‘Collective Singing and its significance in the music development of children aged 7-12 years old’. (In Greek: ‘Το Ομαδικό Τραγούδι (χορωδία) και η σημασία του στη μουσική αγωγή των παιδιών ηλικίας 7-12 ετών.’)
- ETHNO Research (2020-21; Collaborator) - https://www.ethnoresearch.org/ [International]
- Creative later-life in a digital age: mobilizing music and creative technologies for inclusive later life musical learning and participation, creative expression, digital literacy and quality of life (2018-21; Collaborator) [International]
- Mapping the musical lifecourse: Advancing theoretical frameworks and methodologies for understanding emergent (2017-18; Collaborator) [International]
- Arts-based Service Learning for health and wellbeing (2014-17; PI) UK
- Group Playing by Ear in Higher Music Education (2013-15; PI) UK
- Ear Playing in the instrumental lesson (2011-12; Post-doctoral research) UK
- Music for Life Project (2009-12; Post-doctoral research) UK
- London Music Education Audit (2009-11; Researcher) UK
- Evaluation of the London Symphony Orchestra (LSO) Discovery Programme (2008-10; Researcher) UK
- EMI Music Sound Foundation programme (2007-8; Researcher) UK
- Practising as a predictor of learning outcomes in instrumental music (2006-8; Researcher) UK
Bachelor in Education (BEd)
- Creative Arts 1 [EDU 157]
- Creative Arts 2 [EDU 259]
- Creative Arts 3 [EDU 303]
- Choral Music Leadership [EDE 305]
- Instrumental Music Leadership [EDE 355]
- Music in Schools and the Community [EDE 406]
- Research Methodology 2 [EDU 356] - Dissertation supervisor
Postgraduate Master in Education (PME) Year 1
- Creative Arts [PME605]
Postgraduate Master in Education (PME) Year 2
- Research Methods 3 [MPE628]
Master of Education in Leadership of Wellbeing in Education
- Introducing Wellbeing into Education 2: A Thematic Approach [EDU642]
Master of Music Education
- Foundations of Music Education 1 [MUS600]
- Foundations of Music Education 2 [MUS604]
- Music Education in Policy and Practice [MUS601]
- Practicum [MUS605]
- Contemporary Trends and Issues in Music Education [MUS606]
Master of Education
- Taught Postgraduate Education supervision [TPS101]
School Placement modules
March 2018 - to date: University of Macedonia, Greece – Department of Music Science and Art,
- Online Distance Learning Professional Development Programme entitles Music and Arts with Socially Vulnerable Groups; My contribution was a 15-hour programme entitled ‘Music making with health older people, older people with dementia and other conditions – Intergenerational music making’.
- Master's in Music and Society, Modules: Topics on the Pedagogy of Music; Approaches to Music Education Research and MA supervision
Students who completed
- (2023) Rea Efstathiou,‘Exploring inclusive music classrooms in theory and practice through a case study in a private nursery school in Cyprus’, «Διερευνώντας την Ενιαία Μουσική Τάξη στη Θεωρία και στην Πράξη μέσα από Μελέτη Περίπτωσης σε Ιδιωτικό Νηπιαγωγείο στην Κύπρο», European University, Cyprus.
- (2022) Moira Azzopardi-Barbieri – ‘Teaching Music Theory in Higher Education through the example of the Malta School of Music’, Canterbury Christ Church University, School of Music and Performing Arts, UK (1st supervisor)
- (2022) Georgina Murphy Clifford – ‘The teaching of beginning recorder players in the UK: teachers, technique and tutor books’, Guildhall School of Music and Drama, UK (2nd supervisor)
- (2022) Michael Heinen – ‘Analysis of the Pharaonic and Greek impact on Coptic sacred music, its lyrics and melodies’, Canterbury Christ Church University, School of Music and Performing Arts, UK (1st supervisor)
- (2018) Kerry Boyle (EdD) – ‘Understanding the development of professional identity in instrumental teachers' (joint supervisor)
- (2017) Zita Hernandes Contreras – ‘Musical Engagement and its relationship to wellbeing’ (Visiting PhD student from Universidad de Sonora, Hermosillo, Mexico; October 2016 to March 2017)
- (2016) Eleni Keventsidou – ‘Max Reger’s Variations and Fugue on an Original Theme op. 73: Issues of musical structure, performance practice and interpretation’ (Completed March 2016) (2nd supervisor)
Claire O Donoghue – ‘Exploring co-teaching while applying the principles of the Kodály approach in Irish DEIS primary schools and analysing the cognitive and social benefits for the students and the school community’, MIC, Ireland. (2023 to date)
Agnew Garrufi - 'Learning a musical instrument in a secondary music school in Italy: the influence of interpersonal interaction on music learning and identity development for secondary school learners.’ ( MIC, Ireland, 2021 to date)
Member of Doctoral Committees
Melanie Bowes, Group Piano for Early Stages Learners: The Problems and Possibilities, Kingston University, UK (2020 to date)
Rafaelia Niki Troulou, ‘The impact of community music initiatives in the musical, cognitive and emotional development of seniors with and without dementia’ [Η επίδραση κοινοτικών μουσικών δράσεων στην μουσική, γνωστική και συναισθηματική ανάπτυξη ατόμων τρίτης ηλικίας με και χωρίς άνοια.], University of Macedonia, Greece, (2019 to date)
MMus/ MA dissertation supervision (completed)
Orla O’Gorman, (2023, MEd) ‘See me, hear me, know me, I am exceptionally able: the inclusion of exceptionally able pupils in mainstream schools’, MIC.
Amy Quirke, (2023, MEd) “Down in the unit”: Teacher perspectives of inclusive practices in the context of a prospective move to full inclusion in Irish schools’, MIC.
Fiona Fitzgerald, (2023, MEd) ‘Experiences of mainstream primary teachers since the introduction of Special Education Teacher Allocation model (SETAM, 2017)’, MIC.
Laura Howes, (2023, MEd) ‘How the philosophies, values and experiences of choral conductors influence the way they lead adult choirs’, MIC.
Aisling Enright, (2023, MEd) ‘The Opportunities for the training and Continuous Professional Development of Instrumental Teachers in in Ireland’, MIC.
Dionyssia Konstantopoulou, (2023, MMus) ‘Community music programmes in formal music education: facilitation approaches, innovations and challenges’. [Δράσεις κοινοτικής μουσικής σε περιβάλλον τυπικής μάθησης: μέθοδοι διδασκαλίας, καινοτομίες και δυσκολίες]. University of Macedonia, Greece
Valentini Papathanasiou, (2023, MMus) ‘Designing online community music programmes: exploring the challenges and opportunities of group online music making through a pilot project during the COVID-19 pandemic’. «Προτάσεις για τον σχεδιασμό προγραμμάτων εξ αποστάσεως κοινοτικής μουσικής: Μία πιλοτική έρευνα για τις προκλήσεις και τις δυνατότητες της ομαδικής εξ αποστάσεως μουσικής πράξης κατα την περίοδο της πανδημίας», University of Macedonia, Greece
Christos Tsakiroglou, (2023, MMus) ‘Universal Design, multisensory education and community art. The example of musical theatre as inclusive art and its application in non-formal learning contexts’ [Καθολικός σχεδιασμός, πολυαισθητηριακή εκπαίδευση και κοινοτικές τέχνες. Το παράδειγμα του μουσικού θεάτρου ως συμπεριληπτική μορφή τέχνης των παραπάνω φιλοσοφιών – πρακτικών και η εφαρμογή του σε μη-τυπικά κοινοτικά πλαίσια].
Eleni Inepoglou, (2023, MMus) ‘Informal music learning amongst children and parents in families with many children in Greece: repertoire, practices and the role of music in their lives’ [“Άτυπες μορφές μουσικής μάθησης μεταξύ παιδιών και γονέων πολύτεκνων οικογενειών στην Ελλάδα- ρεπερτόριο, πρακτικές και ρόλος της μουσικής στη ζωή τους”]. University of Macedonia, Greece
Katerina Moka, (2022, MMus) ‘The impact of community music on the social interaction and communication of individuals with Autistic Spectrum Disorder’ [“Η επίδραση ενός μουσικού κοινοτικού προγράμματος στην επικοινωνία και την κοινωνική αλληλεπίδραση νηπίων στο φάσμα του Αυτισμού”]. University of Macedonia, Greece.
Evaggelia Korovesi, (2022, MMus) 'The inclusion of learners with disabilities in musical ensembles in secondary education’ [“Η συμπερίληψη μαθητών με ειδικές ανάγκες στη δευτεροβάθμια εκπαίδευση μέσα από τη συμμετοχή τους σε μουσικά σύνολα”]. University of Macedonia, Greece.
Nektaria Manana, (2022, MA) ‘The role of music in the everyday life of seniors in Greece and the potential impact of active music making on their social and emotional wellbeing’ [“Ο ρόλος της μουσικής στην καθημερινότητα των ηλικιωμένων, στην Ελλάδα, και οι πιθανές επιδράσεις της μουσικής δράσης στην ψυχική και τη συναισθηματική τους υγεία”], University of Macedonia, Greece (MMus) (2022)
Karetzou Panayioula, (2022, MMus) ‘Group singing ensembles with seniors in the Third and Fourth ages: the role of the choral leader in supporting performance outcomes’ [ “Φωνητικά σύνολα με άτομα τρίτης και τέταρτης ηλικίας: ο ρόλος των μαέστρων στη διαμόρφωση του καλλιτεχνικού αποτελέσματος”] (co-supervisor), University of Macedonia, Greece.
Emma Tarrant, (2022, MEd)– ‘How can sustained music educational experiences support social, emotional and general wellbeing in primary school children?’, MIC.
Tracy O’Driscoll, (2022, MEd) - ‘Opening a special autism class attached to an Irish mainstream primary school: Perspectives and experiences of senior management, primary special class teachers and mainstream teachers and SNA’s’. MIC.
Rachell Kelly, (2022, MEd), ‘Inclusive Practice in the Mainstream Primary Classroom in Ireland – The Teachers Perspective’. MIC.
Susan Reddan (2022, MEd) – ‘The Impact of experience of animal assisted therapies within educational settings on adult learners’ emotional wellbeing.’ MIC.
Elliot Robinson, (2019, MA) Learning Music theory online’ , CCCU
Cecilia Maude, (2017, MA) ‘Music therapy in hospice and palliative care for adults suffering with terminal illness’. CCCU
Harriet Shortall, (2017, MA) ‘Supporting positive change in the wellbeing of offenders through active music making’, CCCU
Chris Hills, (2016, MA)‘The use of percussion in health musicking for children with autism and ADHD’, CCCU
Debbie Rodgers, (2016, MA)‘Community music as a vehicle for changing perceptions of mental health issues’, CCCU
Victoria Matthews, (2015, MA)‘Using Music to Rehabilitate: Empowering musicians to contribute to health and wellbeing’, CCCU
Lucy, M.C. Innes, (2012, MA) Leadership in Choral Conducting: A Choral relationship? MA in Music Education, IoE, London
- Creech, A., Varvarigou, M., and Hallam, S. (2020) Contexts for Music learning and participation: developing and sustaining musical possible selves through informal, non-formal and formal practices. London: Palgrave Macmillan. https://www.palgrave.com/gp/b…
- Creech, A., Hallam, S., Varvarigou, M. and H. McQueen (2014) Active Aging with Music: supporting wellbeing in the Third and Fourth Ages. London: Institute of Education. http://www.maturetimes.co.uk/music-can-work-wonders-older-people/
1. Varvarigou, M. (submitted), ‘Sensory theatre as inclusive citizenship’, in K. McCord, C., Colwell, and D. Vanderlinde Blair (Eds), The Oxford Handbook of Special Music Education and Music Therapy, Oxford University Press.
2. Creech, A., Varvarigou, M, Lorenzino, L. and Coric, A. (forthcoming, 2023). ‘Ethno Pedagogy : Principles, frameworks, and practices’, In L. Higgins (Ed.) Ethno: Youth music gatherings, pedagogy, experience, and impact, Intellect.
3. Varvarigou, M., Creech, A., Lorenzino, L. and Coric, A. (forthcoming, 2023). ’Ethno as a site for personal and professional development’, In L. Higgins (Ed.) Ethno : Youth music gatherings, pedagogy, experience, and impact, Intellect.
4. Varvarigou, M. & Kenny, A. (forthcoming, 2023). ‘Opening up citizenship in primary school through active musical engagement’, in A. Dolan (Ed.) Teaching local and global citizenship in primary school. Routledge.
5. Varvarigou, M. and Creech, A. (2021) ‘Transformational Models of music Learning’, Routledge Handbook of Music Psychology in Education and the Community across the Lifecourse. A. Creech, D. Hodges and S. Hallam, (Eds), London : Routledge.
6. Varvarigou, M. (2019) ‘Nurturing collaborative creativity through group playing by ear from recordings in formal music education’, in Artistic thinking in the school: Toward Innovative arts in education research frameworks for 21st century learning. P. Costes-Onishi (Ed), Singapore: Springer Series. 175-193.
7. Durrant, C. and Varvarigou, M. (2019) ‘Perspectives on choral conducting: theory and practice’, The Oxford Handbook of singing. In Welch, G. Howard, D. Nix, J., (Eds), Oxford: Oxford University Press, 823-836.
Peer-reviewed Articles (Selected)
1. Varvarigou, M. (2023). Student musicians’ reflection on their experiences of belonging whilst serving others: Findings from a three-year arts-based service learning programme on therapeutic community music. International Journal of Education & the Arts, 24(7). Retrieved from http://doi.org/10.26209/ijea24n7
2. Varvarigou, M., Willingham, L., Abad, V., and Poon, J. (2021). ‘Music facilitation for promoting wellbeing across the lifecourse’, International Journal of Community Music, Special Issue. 14 (1), pp. 81-101. DOI: 10.1386/ijcm_00039_1
3. Varvarigou, M. (2017a) ‘Group Playing by Ear in Higher Education: the processes that support imitation, invention and group improvisation’. British Journal of Music Education, 34(3), 291-304.
4. Varvarigou, M. (2017b) ‘Promoting collaborative playful experimentation through group playing by ear in Higher Education’. Research Studies in Music Education. 39(2), 161-176.
5. Varvarigou, M. (2016a) ‘Collaborative playful experimentation in Higher Education: A group playing by ear study’. Arts and Humanities in Higher Education, Special Digital Issue. August, pp. 1-16/
6. Varvarigou, M. (2016b) ‘I owe it to my group members who critically commented on my conducting…’ – cooperative learning in choral conducting education. International Journal of Music Education. 34 (1), 116-130.
7. Varvarigou, M. and Green, L. (2015) The Ear-playing Project: musical learning styles and strategies in the instrumental music lesson. Psychology of Music. 43(5), 705-722.
8. Hallam, S., Creech, A., Varvarigou, M., McQueen, & H. Gaunt, H. (2015). Does active engagement in community music promote enhanced quality of life in older people? Arts and Health, 6 (2), 101-116.
9. Varvarigou, M. (2014) ‘Teachers’ responses to ear-playing tasks during one to one instrumental lessons’, Music Education Research, 16 (4), 471-484.
10. Varvarigou, M., Creech, A. and Hallam, S. (2014) ‘Partnership working and possible selves in music education’, International Journal of Music Education, 32(1) 84–97.
11. Varvarigou, M., Creech, A., Hallam, S., & McQueen, H. (2013) Different ways of experiencing music-making in later life: Creative music sessions for older learners in East London. Research Studies in Music Education. 35 (1), 103-118.
12. Varvarigou, M., Hallam, S., Creech, A., & McQueen, H. (2012) ‘Benefits experienced by older people who participated in group music-making activities’. Journal of applied arts and health, 3(2), 183-198.
13. Varvarigou, M., Creech, A., Hallam, S., & McQueen, H. (2012) ‘Bringing different generations together in music-making – an intergenerational music project in east London’. International Journal of Community Music, 4(3), 207-220.
14. Varvarigou, M. Creech, A. and Hallam, S. (2012) ‘Benefits of Continuing Professional Development (CPD) Programs in Music for KS2 (Primary) teachers through the example of the London Symphony Orchestra (LSO) On Track program’, Music Education Research, 14 (2), 149-169
Recent Published reports
1. Varvarigou, M. (2021) The Uncancellable Programme by Oily Cart: Sensory and Inclusive Theatre created for and with for disabled children, young people, and their families during and post COVID-19 times. Mary Immaculate College: University of Limerick, for Oily Cart Theatre Company.
2. Creech, A., Varvarigou, M., Lorenzino, L., and Coric, Ana (2021) Ethno Research: Redagogy and Professional development – Final Report. International Centre for Community Music, York St. John’s University.
Publication in Arts Professional magazine
Varvarigou, M. (2021) Oily Cart’s Uncancellable Programme and its impact on Sensory Theatre Practice beyond the pandemic, Arts Professional. https://www.artsprofessional.co.uk/magazine/347/feature/sensory-and-inclusive-theatre
Tallinn, Estonia (25-25 October 2019) – Developing and sustaining musical possible selves through informal, non-formal and formal practices in music education
Conference presentations (selected)
- 7th SIMM-posium, London, Guildhall School of Music and Drama, 2022 – Paper Presentation: Student musicians’ reflections on their experiences of belonging: findings from a 3-year, arts-based service-learning programme on Therapeutic Community Music
- 35th World Conference of the International Society for Music Education (ISME) (Online), 2022 - Paper Presentation: ‘How sensory theatre practice could inform inclusive music education in formal, non-formal and informal contexts’ (Paper presentation)
- SEMPRE Autumn 2021 conference: Engaging and interacting with Education, Music and Psychology Research, 22 October 2021, ‘Experiencing belonging whilst facilitating Therapeutic Community Music for others’.
- ‘1ο Διεπιστημονικό Συνέδριο Ειδικής Αγωγής και Ειδικών Θεραπειών (Αθήνα, 5-6 Μαίου 2018) [1st Cross-disciplinary conference on Special Education and Specialised therapies] - Η σημασία των ομαδικών μουσικών δραστηριοτήτων στην Ειδική Αγωγή– εκπαιδεύοντας μουσικούς εκτελεστές σε νέους ρόλους’.[The contribution of community health musicking in Special education – training musicians in new professional roles].
- 32nd World Conference – International Society of Music Education (ISME) (Pre-conference Community Music Activity Commission, Edinburgh, 19-24 July 2016): (1) Mental health and wellbeing through active music making: the Me2/Orchestra (Rodgers and Varvarigou); (2) How can musical repertoire be composed, arranged and selected to support the values of the adult community choir? (Peasgood and Varvarigou).
- 7th Conference of the Greek Society for Music Education (G.S.M.E.) affiliated member of ISME, 27-29 November 2015, Thessaloniki, Greece: (1) Principles and practices of facilitating musical activities for older people - Issues in training musicians; (2) Collaborative playful experimentation in Higher Education: A Group Ear Playing Study.
- International Symposium on Performance Science 2015 in Kyoto, Japan, 2-5 September 2015: Facilitating collective musical and improvised interactions through ear playing in higher education.
- 9th International Research in Music Education Conference, Exeter, 14-18 April 2015: (1) Paper Presentation as part of symposium on ‘Strategies for increasing motivation during instrumental learning’; (2) Encouraging collective experimentation and improvisation through Group Ear Playing in Higher Education.
- Reflective Conservatoire Conference: Creativity and changing cultures (London, UK, Guildhall School, February 26 – 1 March 2015): Promoting collaborative playful experimentation through group ear playing in Higher Education.
- International Association for Music and medicine – IAMM (Toronto, Ontario; 24-27 July 2014): Intergenerational music-making – a vehicle for active ageing for children and older people.
- Society for Education and Music Psychology Research - SEMPRE (Folkestone, UK, 2013): (1) ‘Facilitator Approaches in intergenerational and creative music workshops’; (2) Musical Possible Selves: supporting subjective wellbeing in later life.
- 8th International Research in Music Education Conference (Exeter, UK, April 2013): (1) ‘Play it by ear – teachers’ responses to ear playing tasks during one to one instrumental lessons’; (2) ‘Musical Possible Selves: supporting subjective wellbeing in later life’.
- Canadian Association on Gerontology (Vancouver, British Columbia, 18-20 October 2012) Aging in a Changing world: ‘Maximizing the benefits of participation in music – principles and practices of facilitating older learners’.
- Society for Education and Music Psychology Research - SEMPRE (London, UK, 2012): ‘The ‘Ear Playing Project’: Musical learning styles and strategies in the instrumental music lesson’.
- 29th World Conference – International Society of Music Education (ISME) (Thessaloniki, Greece, 2012): (1) ‘Facilitating collaborative learning in choral conducting education during face-to-face sessions and on-line’; (2) ‘The role of collective and choral singing in primary school education in Greece’.
- 7th International Research in Music Education Conference, Exeter, UK, April, 2011: (1) ‘Issues in training musicians as facilitators in activities with older people’; (2) ‘An exploration of the value of Continuing Professional Development (CPD) programs in music for KS2 (primary) teachers through the example of the London Symphony Orchestra (LSO) On Track programme’.
- British Psychological Society (Milton Keynes, December 2011): Poster – Intergenerational Activity.
- 6th Conference of the Greek Society of Music Education (G.S.M.E) affiliated member of ISME, Athens, Greece, 30-31 October and 1st November 2009: ‘Modelling Effective Choral conducting education: Theory and practice’.
- British Psychological Society Conference, Education Section, 30-31 October 2009: ‘Modelling Effective Choral conducting education’.
- 6th International Research in Music Education Conference, Exeter, 14-18 April, 2009: ‘Who tutors our choral conductors? – Perceptions of expertise’.
- 17th International Seminar for Music in School and Teacher Education Commission (MISTEC), Rome, July 14-19, 2008: ‘Real time and virtual: Tracking the professional development of choral conductors’.
- 4th Conference of the Greek Society for Music Education (EEME) affiliated member of ISME, Lamia, Greece, July 1-3, 2005: ‘Teaching choral singing to children aged 7-12 years old: the outcomes of a project and suggestions for teaching choral singing with creativity’.
Invited Lectures (selected)
- Mini-symposium: Bridging the gap! How can artistic-pedagogical strategies using musical improvisation in community music projects and formal music education inspire each other? – Nurturing self-expression, creativity and social interactions through playing by ear from recordings: a tutor’s reflections from adopting the approach with student-musicians and pre-service primary school teachers, LUCA School of Arts - KU Leuven, Belgium, 5th May 2023
- 1st Panhellenic Conference on Community Music with international participation - Supporting the training of community musicians through Cognitive Apprenticeship: student musicians’ reflections on their methods of planning and delivering music for health and wellbeing sessions in different community settings, University of Macedonia, Thessaloniki, Greece, 29-30 April 2023.
- Symposium – Interdisciplinary and Intersectoral futures for music education in Ireland, Dublin City University (DCU) – ‘Supporting Inclusion and citizenship amongst disabled children and young people (DCYP) through multisensory music education’, Dublin, Ireland, 21-22 April 2022.
- Fostering musical autonomy through playing by ear from recordings - 28 January 2019, UCL Institute of Education
- Fostering musical autonomy through playing by ear from recordings - 17 January 2019, University of Edinburgh, Reid School of Music
- Fostering musical autonomy through playing by ear from recordings - 10 October 2018, SOAS, UK
- Musical Autonomy in children and young people through playing by ear from recordings - 25-27 June 2018, Projeto Guri and Jeunesses Musicales, MASP, São Paulo, Brazil
- Playing by ear in one to one tuition and in group Higher Education - 30 January 2018, UCL Institute of Education -
- Music Education - December 2017, National and Kapodestrian University of Athens, Greece – BMus Programme
- Music in the Community; Practical Musicianship - October – November 2017, American College of Greece (Deree) – BMus Programme
- Playing by ear in one to one tuition and in group Higher Education - 31 January 2017, UCL Institute of Education -
- Group playing by ear in higher education: the processes that support imitation, invention and group improvisation’. The presentation was part of ‘New Directions for Performance Music Teacher education – A symposium on university music education in China’ - 2-5 November 2016, The Arts College of Xiamen University, China
- Who tutors our choral conductors? - 26 October 2016, Academy of Music, Wroclaw, Poland
- Playing by ear in one to one tuition. - 17 October 2016, Webinar – 2016/17 Global Leaders program (YOA Orchestra of the Americas) – Academic Curriculum
- Peer learning and group creativity through playing by ear in formal music education. - 18 June 2016, Mary Immaculate College, Ireland
- Informal learning practices of popular musicians in music classrooms and in one to one tuition. - 27 January 2016, Kingston University
- Informal learning practices of popular musicians within music classroom and in one to one tuition. - March 2015, Royal College of Music
- ‘Active Ageing with Music: Supporting Wellbeing in the Third and Fourth Ages’ - July 2014, Rye Studio School, Rye, East Sussex - Music for Wellbeing and Health Day
- The Ear Playing Project: Adapting popular musicians’ informal learning practices for the classical instrumental lesson. - May 2014, Institute of Education, University of London
- Ear Playing in the instrumental lesson: learning styles and teaching strategies. - September 12-17, 2013, Teachers College, Columbia University, New York, USA
- Music, Art and Aesthetic Experience. Institute of Education, University of London, Philosophy of Music and Music education module. MA program in Music Education. - November 2011
- ‘Research Methods in Music Education’, Institute of Education, University of London, MA in Music Education Study Day - October 2011
- ‘Issues in training musicians as facilitators in activities with older adults’ ,Institute of Education. MA Florida State University students. - July 2011
- ‘Research Methods in Music Education through the example of the Music for Life Project’, MA in Music Education Study Day. - October 2010, Institute of Education, University of London
- ‘Using Video in the Preparation of Choral Conductors’ – MA Florida State University students. - July 2010, Institute of Education. Department of Arts and Humanities
- ‘Qualitative Research Methodologies in Music education: narratives and Interpretations’ – MA in Music Education Study Day. - February 2010, Institute of Education, University of London
- ‘Modelling effective Choral conducting education’ - MA Florida State University students. - July 2009, Institute of Education, University of London
2021 to date: Data Champion for the Department of Arts Education and Physical Education (MIC)
2021 to date: Member of the Faculty of Education Ethics Committee (MIC)
2017-18: Director of International Exchange programs and Erasmus) (internationalising the curriculum) (CCCU)
2014-19: Member of the Teaching and Learning and Student Experience Committee (CCCU)
2014-16: Study Abroad Representative (CCCU)
External Examiner of Academic Programmes
2019-23: Trinity Laban Conservatoire of Music and Dance; Examiner for Postgraduate Programmes: The Teaching Musician (TTM) and MA in Music Education and Performance (MAMEP) (PG Cert, PG Dip, MA)
I have examined doctoral theses for UCL Institute of Education (2022; 2020; 2016); MIC (2022, 2023); The Guildhall School of Music and Drama (2020); CCCU (2020; 2016); Queensland Conservatorium, Australia (2019); McGill University, Canada (2017); Victoria University, Australia (2016);
- Co-editor of Studies in Irish Music Education, Vol. II, with Dr. Gwen Moore and Dr. Marie-Louise Howe (2022 – 2024)
- Assistant Editor for Psychology of Music (2017 – 2022)
- Guest Editor with Hilary McQueen at London Review of Education (Volume 15, Issue 3, 2017) – Special Issue: Music Education in Context
24th April 2023: CPD workshop on multisensory music education with school staff (n=30) at Scoil Mhathair Dé, upon invitation of the Head Teacher.
7th, 14th, 21st March 2023: Multisensory music education workshops at Scoil Mhathair Dé.
2015-17: A community programme on the impact on music on wellbeing: Music making sessions at Pilgrim’s Hospice Canterbury for people with terminal illness, Canterbury, UK.
2014-15: Supporting the production of The Lion King – The musical at St. Nicholas Special School, Canterbury, UK.
2014-15: ‘Under the Sea’ – A CD produced by the music specialist of St. Christopher’s Primary School in collaboration with the music education students and the tutor from Canterbury Christ Church University, Canterbury, UK.
2013-14: Supporting the production of Joseph and the Talking Camels – The musical at St. Nicholas Special School, Canterbury, UK.
2013-14: A community programme on the impact on music on wellbeing: Live Performances at Pilgrim’s Way Primary School, Canterbury, UK.
2013-15: Music education workshops at Pilgrim’s Way Primary Schools, St Nicholas Special School and St. Christopher’s School, Canterbury, UK.
2012-15: A community programme on the impact on music on wellbeing: Music workshops at a residential care home for people with dementia
2012-15: A community programme on the impact on music on wellbeing: Music workshops at Age UK, Canterbury, Canterbury, UK.