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Maria Varvarigou

Maria Varvarigou


Lecturer in Music Education, Area Coordinator for Music Education

Research interests

  • Inclusive pedagogy;
  • Music making for health and wellbeing;
  • Effective teaching and learning in higher and professional education; 
  • Intergenerational music making;
  • Ear-playing and vernacular performance practices;
  • Choral conducting education
  • Instrumental teaching and learning.

More information

Maria Varvarigou is a Lecturer and Area Coordinator for Music Education at Mary Immaculate College, Ireland. She has been involved in many UK and international, funded research projects exploring music making on health and wellbeing across the lifecourse; instrumental, choral and general music teaching and learning in higher and professional education; and intergenerational music making. She is currently researching sensory musicking and the application of UDL in music curricula, as inclusive music pedagogies. Maria is the co-author of two books: Active Ageing with Music: supporting wellbeing in the Third and Fourth Ages (2014) published by the IoE University Press; and Contexts for Music learning and participation: developing and sustaining musical possible selves through informal, non-formal and formal practices (2020) published by Palgrave.

Degrees and Diplomas

  • 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.’)

RESEARCH PROJECTS

  • 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

MIC TEACHING

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 Education in the 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

 

Visiting Professor

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

 

Doctoral 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)

Current students

  1. Panagioula Karetsou – ‘Leading vocal ensembles in secondary school education in Greece: teachers’ education, methodologies, challenges, and good practice’, MIC, 2024 to date
  2. Claire O Donoghue – ‘How could the Kodály approach support in the training of non-specialist primary school teachers in Ireland? MIC, 2023 to date
  3. 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, 2021 to date

Member of Doctoral Committees

  1. Melanie Bowes, Group Piano for Early Stages Learners: The Problems and Possibilities, Kingston University, UK (2020 to date) 
  2. 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)

Completed MMus/ MΑ/ Μ.Ed. theses

  1. O’Gorman, O. (2023) ‘See me, hear me, know me, I am exceptionally able: the inclusion of exceptionally able pupils in mainstream schools’, MIC.
  2. Quirke, A. (2023) “Down in the unit”: Teacher perspectives of inclusive practices in the context of a prospective move to full inclusion in Irish schools’, MIC.
  3. Fitzgerald, F. (2023) ‘Experiences of mainstream primary teachers since the introduction of Special Education Teacher Allocation model (SETAM, 2017)’, MIC.
  4. Howes, L. (2023), ‘How the philosophies, values and experiences of choral conductors influence the way they lead adult choirs’, MIC.
  5. Enright,A. (2023) ‘The Opportunities for the training and Continuous Professional Development of Instrumental Teachers in in Ireland’, MIC.
  6. Ermidou, V. (2023) ‘The application and impact of cooperative learning on the learning of the theory of music at a non-formal environment’, [Η εφαρμογή και οι επιδράσεις της αλληλοδιδακτικής μεθόδου στο μάθημα «Θεωρία της Μουσικής» σε μη τυπικό περιβάλλον].
  7. Konstantopoulou, D. (2023) ‘Community music programmes in formal music education: facilitation approaches, innovations and challenges’. [Δράσεις κοινοτικής μουσικής σε περιβάλλον τυπικής μάθησης: μέθοδοι διδασκαλίας, καινοτομίες και δυσκολίες].
  8. Papathanasiou, V. (2023). ‘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»
  9. Tsakiroglou, C. (2023) ‘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].
  10. Inepoglou, E. (2023). ‘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”].
  11. Moka, K. (2023) ‘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 (MMus).
  12. Korovesi, E. (2023) '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 (MMus).
  13. Manana, N. (2022) ‘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).
  14. Panayioula, K. (2022) ‘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 (MMus).
  15. Tarrant,E. (2022). ‘How can sustained music educational experiences support social, emotional and general wellbeing in primary school children?’, MIC, Limerick (M.Ed).
  16. O’Driscoll, T. (2022). ‘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, Limerick (M.Ed).
  17. Kelly, R. (2022). ‘Inclusive Practice in the Mainstream Primary Classroom in Ireland – The Teachers Perspective’. MIC, Limerick (M.Ed).
  18. Reddan, S. (2022). ‘The Impact of experience of animal assisted therapies within educational settings on adult learners’ emotional wellbeing.’ MIC, Limerick (M.Ed).
  19. Robinson, E. (2019). ‘Learning Music theory online’, Canterbury Christ Church University, UK (MA).
  20. Maude, C. (2017). ‘Music therapy in hospice and palliative care for adults suffering with terminal illness’, Canterbury Christ Church University, UK (MA).
  21. Shortall, H. (2017). ‘Supporting positive change in the wellbeing of offenders through active music making’, Canterbury Christ Church University, UK (MA).
  22. Hills, C. (2016). ‘The use of percussion in health musicking for children with autism and ADHD’, Canterbury Christ Church University, UK (MA).
  23. Rodgers, D. (2016). ‘Community music as a vehicle for changing perceptions of mental health issues’, Canterbury Christ Church University, UK (MA).
  24. Matthews, V. (2015) ‘Using Music to Rehabilitate: Empowering musicians to contribute to health and wellbeing’, Canterbury Christ Church University, UK (MA).
  25. Innes, L. (2012). Leadership in Choral Conducting: A Choral relationship? MA in Music Education, UCL Institute of Education, University of London, UK (MA).

 

RESEARCH

Books

1. Moore, G., Bowe, M.L. and Varvarigou, M. (forthcoming) (Eds). Music Education in Schools: Changing Landscapes and Future Directions, Studies in Irish Music Education, Vol II. Cork University Press.

2. 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. Palgrave Macmillan. ISBN 978-3-030-48262-6

https://www.palgrave.com/gp/book/9783030482619

3. Creech, A., Hallam, S., Varvarigou, M. and H. McQueen (2014) Active Aging with Music: supporting wellbeing in the Third and Fourth Ages. IoE Press. ISBN 978-1782770299

http://www.maturetimes.co.uk/music-can-work-wonders-older-people/

 

Book Chapters

  1. Varvarigou, M. (forthcoming 2025). ‘”Through them I feel more confident and patient” – Intergenerational interactions scaffolding student musicians’ transitions to professional musical life’. In L.J. Lehmberg and C.V. Fung (Eds). The Oxford Handbook of Music and Aging. Oxford University Press.
  2. Varvarigou, M. (In press, 2024).  ‘Sensory musicking: Fostering 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.
  3. Varvarigou, M. & Kenny, A. (In press, 2024). ‘Opening up citizenship in primary school through active musical engagement’, in A. Dolan (Ed.) Teaching local and global citizenship in primary school. Routledge.
  4. Creech, A., Varvarigou, M, Lorenzino, L. and Coric, A. (In press, 2024). ‘Ethno Pedagogy : Principles, frameworks, and practices’, In L. Higgins (Ed.) Ethno: Youth music gatherings, pedagogy, experience, and impact, Intellect.
  5. Varvarigou, M., Creech, A., Lorenzino, L. and Coric, A. (In press, 2024). ’Ethno as a site for personal and professional development’, In L. Higgins (Ed.) Ethno : Youth music gatherings, pedagogy, experience, and impact (pp. 94-113). Intellect.
  6. Varvarigou, M. and Creech, A. (2021). ‘Transformational Models of music Learning’, In A. Creech, D. Hodges and S. Hallam, (Eds), Routledge Handbook of Music Psychology in Education and the Community across the Lifecourse (169-184). Routledge.
  7. Varvarigou, M. (2019). ‘Nurturing collaborative creativity through group playing by ear from recordings in formal music education’, in P. Costes-Onishi (Ed), Artistic thinking in the school : Toward Innovative arts in education research frameworks for 21st century learning (175-193). Springer Series.
  8. Βαρβαρίγου, Μ. (2019). ‘Η σημασία των ομαδικών μουσικών δραστηριοτήτων για την υγεία – εκπαιδεύοντας μουσικούς σε νέους επαγγελματικούς ρόλους’, Λ. Στάμου (εκδ.), Διαλεκτική και Πρωτοπορία στη Μουσική Παιδαγωγική (237-258). ΕΕΜΕ. [Varvarigou. M. (2019). ‘The importance of community music making for health – training musicians for new professional roles’, in L. Stamou (Ed.) Dialectic and Innovation in Music Education (237-258). EEME]
  9. Durrant, C. and Varvarigou, M. (2019). ‘Perspectives on choral conducting: theory and practice’, In G. Welch, D. Howard, J. Nix, (Eds), The Oxford Handbook of singing (823-836). Oxford University Press.
  10. Varvarigou, M. (2017). ‘Nurturing the twenty-first century musician through playing by ear from recordings in one to one and small group instrumental lessons’, in E. Lopes (Ed) Research Themes for the learning of musical instruments (171-196) Editora Kelps.
  11. Green, L. and Varvarigou, M. (2017). ‘Becoming musical through informal music learning’, in J. Ryan and F. Abrahams, Becoming Musical. GIA Publications.
  12. Hallam, S., Creech, A. and Varvarigou, M. (2017). ‘Wellbeing and leisure music activities through the lifespan: a psychological perspective’, In R. Mantie and G.D. Smith The Oxford Handbook of Music Making and Leisure (31-60). Oxford University Press.
  13. Varvarigou, M., Hallam, S., Creech, A. and McQueen, H. (2016) ‘Intergenerational music-making – a vehicle for active ageing for children and old people, in S. Clift and P. Camic (eds), Oxford Textbook of Creative Arts, Health and Wellbeing: International Perspectives on practice, Policy and Research (259-267), Oxford University Press.
  14. McQueen, H. and Varvarigou, M. (2010) 'Learning through Life'. In S. Hallam and A. Creech (Eds), Music Education in the 21st Century in the United Kingdom: Achievements, Analysis and Aspirations (69-84). IOE Press.
  15. Saunders, J., Varvarigou, M. and Welch, G. F. (2010) 'The role of singing'. In S. Hallam and A. Creech (Eds), Music Education in the 21st Century in the United Kingdom: Achievements, Analysis and Aspirations (159-175). IOE Press.

Peer-reviewed articles

  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). ‘Musical learning styles and strategies in the instrumental music lesson: The Ear-playing Project’. 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 the well-being of older people? Arts and Health, 6 (2), 101-116.
  9. Varvarigou, M. (2014). ‘Play it by ear - 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.
  15. Varvarigou, M. and Durrant, C. (2011). ‘Theoretical Perspectives on the Education of choral conductors: a suggested framework’. British Journal of Music Education, 28: 3, 325–338.
  16. Hallam, S., Papageorgi. I., Varvarigou, M. and Creech, A. (2021). ‘Relationships between practice, motivation and examination outcomes’, Psychology of Music,49 (1), 3-20, https://doi.org/10.1177/0305735618816168
  17. Hallam, S., Creech, A., Varvarigou, M. and Papageorgi. I. (2020). ‘Are there differences in practice depending on the instrument played?’, Psychology of Music, 48 (6), 745-765, https://doi.org/10.1177/0305735618816370
  18. Hallam, S., Creech, A., Varvarigou, M. (2019). ‘Are there differences in practicing and motivation between beginners playing different musical instruments?’, The ORFEU Special Issue on the Psychology of Music, 1-20.
  19. Hallam, S., Creech, A., Varvarigou, M. and Papageorgi. I. (2018). ‘Gender differences in musical motivation at different levels of expertise’, Psychology of Music,48 (5), 657–673, https://doi.org/10.1177/0305735618815955
  20. McQueen, H. and Varvarigou, M. (2017). ‘Editorial’, Music Education in Context: A special feature for the London Review of Education, 15(3), 337-338.
  21. Hallam, S., Creech, A., Varvarigou, M. and Papageorgi. I. (2017). ‘Are there gender differences in instrumental music practice?’, Psychology of Music, 45(1), 116-130.
  22. Hallam, S., Creech, A., Varvarigou, M., McQueen, & H. Gaunt, H. (2016). ‘The facilitator of community music making with older learners: characteristics, motivations and challenges’, International Journal of Music Education, 34 (1), 19-31.
  23. Hallam, S., Creech, A., Papageorgi, I., Gomes, T., Rinta, T., Varvarigou, M. and Lanipekun, J. (2016). ‘Changes in motivation as expertise develops: relationships with musical aspirations’, Musicae Scientiae, 20 (4), 528-550.
  24. Creech, A., Hallam, S., Varvarigou, M., Gaunt, H., McQueen, H., & Pincas, A. (2014). The role of musical possible selves in supporting subjective well-being in later life, Music Education Research, 16 (1), 32-49.
  25. Creech, A., Hallam, S., McQueen, H., & Varvarigou, M. (2013). The power of music in the lives of older adults. Special Edition on the Power of Music in Research Studies in Music Education. 35 (1), 87-102.
  26. Creech, A., Varvarigou, M., Hallam, S., McQueen, H., & Gaunt, H. (2014). Scaffolding, organisational structure and interpersonal interaction in musical activities with older people. Psychology of Music. 42 (3), 430-447.
  27. Creech, A., Hallam, S., Varvarigou, M., McQueen, H. & Gaunt, H. (2013). ‘Active music making: A route to enhanced subjective well-being amongst older people’. Perspectives in Public Health, 133 (1), 36-43.
  28. Hallam, S., Creech, A., McQueen, H., & Varvarigou, M. (2013). Perceptions of effective leadership in music facilitators working with older people. Journal of Arts and Communities, 3 (3), 229-248
  29. McQueen, H., Hallam, S., Creech, A., and Varvarigou, M. (2013). ‘A philosophical perspective on leading music activities for the over 50s’, International Journal of Lifelong Education, 32 (3), 353-377.
  30. Hallam, S., Rinta, T., Varvarigou, M., Creech, A., Papageorgi, I., Gomes, T. and Lanipekun, J. (2012). ‘The development of practicing strategies in young people’, Psychology of Music. 40 (5), 652-680.
  31. Hallam, S., Creech, A., Varvarigou, M., McQueen, H. (2012) ‘The characteristics of the older people who engage in community music making, their reasons for participation and the barriers that they face’. Journal of Adult and Continuing Education, 18 (2), 21-43.
  32. Hallam, S., Creech, A., Varvarigou, M., McQueen, H., & Gaunt, H. (2012). ‘Perceived benefits of active engagement with making music in community settings’. International Journal of Community Music, 5(2), 155-174.
  33. Durrant, C. and Varvarigou, M. (2008). ‘Real time and Virtual: Tracking the professional development and reflections of choral conductors’. Reflecting Education Journal, 4(1), 72-80.

Professional Resources

Creech, A., Hallam, S. and Varvarigou, M. (2012) Facilitating Music-Making for Older People – Facilitators Handbook: A Continuing Professional Development Resource for Music Leaders, Facilitators and Teachers. Institute of Education, University of London.

Online Resources

  1. Varvarigou, M., O’ Keefe, M. and Morrin, A. (2023). The Arts. In B. Golden (Ed) Global Citizenship Education. Curious Teachers, Critical Classrooms. Accessible on https://thediceproject.ie/resources/
  2. Varvarigou, M. (2019). ‘Group playing by ear from recordings as a vehicle for the social inclusion of disadvantaged youth’, in A. Pieridou-Skoutella (Ed.), Inclusive Music Activities for Youth. STAMP (Shared Training Activities for Music Professional). https://stamp-music.org/projectsresults/inclusive-music-activities-for-youth/the-handbook/group-playing-by-ear/ 

Research Reports

  1. Varvarigou, M. (upcoming 2024). NOISE Music Evaluation Report – inclusion and diversity in formal and non-formal music education projects. Mary Immaculate College:
  2. Varvarigou, M. (2023). Oily Cart 40th Heritage Project, Mary Immaculate College, for Oily Cart Theatre Company.
  3. Varvarigou, M. (2021). The Uncancellable Programme by Oily Cart, Mary Immaculate College:, for Oily Cart Theatre Company. https://oilycart.org.uk/resources/the-uncancellable-programme-report/
  4. Creech, A., Varvarigou, M., Lorenzino, L., and Coric, Ana (2021). Ethno Research: Pedagogy and Professional development – Final Report. International Centre for Community Music, York St. John’s University. Retrieved from https://www.ethnoresearch.org/
  5. Varvarigou, M. (2019) Splish Splash by Oily Cart: Evaluation Report. Canterbury Christ Church University, for Oily Cart Theatre Company.
  6. Varvarigou, M. (2018) Kubla Khan by Oily Cart: Evaluation Report. Canterbury Christ Church University, for Oily Cart Theatre Company.
  7. Varvarigou, M. (2017) Mirror Mirror by Oily Cart: Evaluation Report. Canterbury Christ Church University, for Oily Cart Theatre Company.
  8. Varvarigou, M. (2016) The Light Show by Oily Cart: Evaluation Report. Canterbury Christ Church University, for Oily Cart Theatre Company.
  9. Varvarigou, M. (2012). Arts Development Case Study, Canvey Community Choir – Evaluation Report. Institute of Education, University of London. For Essex County Council.
  10. Varvarigou, M. (2011). Evaluation Report from the Sing Up Canvey Island Project.  Institute of Education, University of London. For Essex Music Services.
  11. Varvarigou, M. (2011). Leading from the Front (Phase II), Evaluation Report.: June 2009 – February 2011, Institute of Education, University of London. For Sing Up and the Association of British Choral Directors.
  12. Hallam, S., Creech, A., Gaunt, H. Pincas, A., McQueen, H. and Varvarigou, M. (2011). Music for Life Project: Promoting social engagement and wellbeing in older people through community supported participation in musical activities – Final Report. Institute of Education, University of London and Guildhall School of Music & Drama.
  13. Hallam, S., Creech, A. and Varvarigou, M. (2011). Evaluation of the EMI Music Sound Foundation Project rollout: Training Key Stage 1 Primary School Teachers (2010-2011), Institute of Education, University of London.
  14. Hallam, S., Creech, A., Rogers, L. and Varvarigou, M. (2011). Greater London Authority Audit of Music Education Provision in London. Institute of Education, University of London.
  15. Hallam, S., Creech, A., Shave K. and Varvarigou, M. (2010) Report from the LSO On Track Evaluation, September 2009 – August 2010, Institute of Education, University of London.

Professional magazines

  1. 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.
  2. Varvarigou, M. (2007) ‘Fintani fintanaki’ – Review of the three CD-Audios and CD-Roms, Music at First Step, Greek Association of Primary Music Education Teachers, 1, p. 92.

International Conferences and Symposia

  1. Varvarigou, M. (upcoming, 2024). Real time and virtual authentic assessment: tracking pre-service teachers’ development as choral leaders. As Part of a Symposium entitled ‘Transforming curriculum design, instruction and assessment in music education through actively engaging the music learners in decision making - perspectives from Malta and Ireland’, 31st EAS Conference, 12th – 15th June, Dublin.
  2. Varvarigou, M. (2023). ‘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.’ Mini-symposium: Bridging the gap! How can artistic-pedagogical strategies using musical improvisation in community music projects and formal music education inspire each other? –LUCA School of Arts, KU Leuven, Belgium, 5th May.
  3. Varvarigou, M. (2023). ‘Supporting the training of community musicians through Cognitive Apprenticeship: students musicians’ reflections from facilitating Therapeutic Community Music for others in an Arts-Based Service-Learning programme’. 13th International Research in Music Education Conference (RiME), Royal College of Music, UK. 11-14 April.
  4. Varvarigou, M. (2022). ‘Student musicians’ reflections on their experiences of belonging: findings from a 3-year, arts-based service-learning programme on Therapeutic Community Music.’ 7th SIMM-posium, London, Guildhall School of Music and Drama. 12-14 December.
  5. Varvarigou, M. (2022). ‘Music as art integration.’ 5th SIMM (Social Impact of Music Making) Seminar, London, Guildhall School of Music and Drama ‘Which music in social and community projects? 5-8 September.
  6. Varvarigou, M. (2022). ‘How sensory theatre practice could inform inclusive music education in formal, non-formal and informal contexts.’ 35th World Conference of the International Society for Music Education (ISME) (Online). 17-22 July.
  7. Varvarigou, M. (2021). ‘Experiencing belonging whilst facilitating Therapeutic Community Music for others.’ Society for Education and Music Psychology Research (SEMPRE) Autumn 2021 conference (Online): Engaging and interacting with Education, Music and Psychology Research. 22 October.
  8. Varvarigou, M. (2019). ‘Developing and sustaining musical possible selves through informal, non-formal and formal practices in music education.’ Keynote presentation. At international conference ‘Music Education in past, present and future. Tallinn, Estonia, 25-26 October.
  9. Varvarigou, M. (2018). ‘Fostering young musicians’ subjective wellbeing through intergenerational health musicking.’ Mapping the Musical Lifecourse, international network meeting, Université Laval, Québec, Canada –, 19-22 September, https://andreacreech.wixsite.com/mappingseminar/abstracts
  10. Varvarigou, M. (2018). ‘Musical Autonomy in children and young people through playing by ear from recordings.’ Projeto Guri and Jeunesses Musicales, MASP, São Paulo, Brazil, 25-27 June.
  11. Varvarigou, M. (2016). ‘Playing by ear in one to one tuition.’ Webinar – 2016/17 Global Leaders program (YOA Orchestra of the Americas), Topic: Academic Curriculum, 17 October.
  12. Varvarigou, M. (2016). ‘Group playing by ear in higher education: the processes that support imitation, invention and group improvisation’. New Directions for Performance and Music Teacher Education: A Symposium on University Music Education in China. The Arts College of Xiamen University, Xiamen City, Fujian Province, China. 2-5 November.
  13. Rodgers, D. and Varvarigou, M. (2016). ‘Mental health and wellbeing through active music making: the Me2/Orchestra.’ 32nd World Conference – International Society of Music Education (ISME) (Pre-conference Community Music Activity Commission, Edinburgh). 19-24 July.
  14. Varvarigou, M. (2015). ‘Facilitating collective musical and improvised interactions through ear playing in higher education.’ International Symposium on Performance Science, Kyoto, Japan. 2-5 September.
  15. Varvarigou, M. (2015). ‘Strategies for increasing motivation during instrumental learning.’ 9th International Research in Music Education Conference (RiME), Exeter, UK, 14-18 April.
  16. Varvarigou, M. (2015). ‘Encouraging collective experimentation and improvisation through Group Ear Playing in Higher Education.’ 9th International Research in Music Education Conference (RiME), Exeter, UK. 14-18 April.
  17. Varvarigou, M. (2015). ‘Promoting collaborative playful experimentation through group ear playing in Higher Education.’ Reflective Conservatoire Conference: Creativity and changing cultures. London, UK. 26 February – 1 March.
  18. Varvarigou, M. (2014). ‘Intergenerational music-making – a vehicle for active ageing for children and older people.’ 3rd International Association for Music and medicine – IAMM (Toronto, Ontario). 24-27 July.
  19. Varvarigou, M. (2013). ‘Facilitator Approaches in intergenerational and creative music workshops.’ Society for Education and Music Psychology Research – SEMPRE. Folkestone, UK. 18-20 April.
  20. Varvarigou, M. (2013). ‘Musical Possible Selves: supporting subjective wellbeing in later life.’ Society for Education and Music Psychology Research – SEMPRE. Folkestone, UK. 18-20 April.
  21. Varvarigou, M. (2013). ‘Play it by ear – teachers’ responses to ear playing tasks during one to one instrumental lessons.’ 8th International Research in Music Education Conference (RiME), Exeter, UK, 2-6 April.
  22. Varvarigou, M. (2013). ‘Musical Possible Selves: supporting subjective wellbeing in later life.’ 8th International Research in Music Education Conference (RiME), Exeter, UK, 2-6 April.
  23. Varvarigou, M. (2012). ‘Maximizing the benefits of participation in music – principles and practices of facilitating older learners.’ Canadian Association on Gerontology - Aging in a Changing world, Vancouver, British Columbia. 18-20 October.
  24. Varvarigou, M. (2012). ‘The ‘Ear Playing Project’: Musical learning styles and strategies in the instrumental music lesson.’ Society for Education and Music Psychology Research – SEMPRE, London, UK. 14-15 September.
  25. Varvarigou, M. (2012). ‘Facilitating collaborative learning in choral conducting education during face-to-face sessions and on-line.’ 29th World Conference – International Society of Music Education (ISME) Thessaloniki, Greece. 17-22 July.
  26. Varvarigou, M. (2012). ‘The role of collective and choral singing in primary school education in Greece.’ 29th World Conference – International Society of Music Education (ISME). Thessaloniki, Greece. 17-22 July.
  27. Varvarigou, M. (2011). ‘Issues in training musicians as facilitators in activities with older people.’ 7th International Research in Music Education Conference (RiME), Exeter, UK. 12-16 April.
  28. Varvarigou, M. (2011). ‘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.’ 7th International Research in Music Education Conference (RiME), Exeter, UK. 12-16 April.
  29. Varvarigou, M. (2009). ‘Who tutors our choral conductors? – Perceptions of expertise.’ 6th International Research in Music Education Conference (RiME), Exeter, UK. 14-18 April.
  30. Varvarigou, M. (2009). ‘Real time and virtual: Tracking the professional development of choral conductors.’ 17th International Seminar for Music in School and Teacher Education Commission (MISTEC), Rome. 14-19 July.

National Conferences and Symposia

  1. Varvarigou, M. (2023). ‘Choral conducting education through the lens of Universal Design for Learning: possibilities and challenges’. 11th Annual Conference of the Society for Music Education in Ireland (SMEI), Dublin, Ireland. 3-4 November.
  2. Moore, G. and Varvarigou, M. (2023). ‘Authentic Assessment and Meaning-Making in Teacher Education: Insights from Practice in Music Education.’ Academic and Research Integrity Research Conference, Galway, Ireland. 4-6 October.
  3. Varvarigou, M. (2022) ‘Manifold musical possible selves and their link to wellbeing through participation in active music making.’ [Πολύπλευροι πιθανοί μουσικοί εαυτοί και η σύνδεσή τους με την ευζωία μέσα από συμμετοχή σε μουσικές δραστηριότητες], Symposium 1: Emotional wellbeing amongst amateur music makers: Varvarigou, M., Togia A., Miralis, I., Kondylidou, A.) [Ψυχική ευζωία και μουσική ενασχόληση ερασιτεχνών μουσικών: Βαρβαρίγου Μ., Τόγια Α., Μυράλης Ι., Κονδυλίδου Α.]. 9th Greek Society for Music Education (EEME) (Online). 15-17 April.
  4. Varvarigou, M. (2022). ‘Community music making and the role of the facilitators: modes and dimensions of facilitation.’ [“Ο ρόλος των μουσικών συντονιστών σε κοινοτικές δράσεις: τρόποι και διαστάσεις συντονισμού”]. Symposium 2: Community Music and Community Musicians: a new ear, new needs, and new roles: Stamou, L., Varvarigou, M., Agalianou, O., Troulou, R. Xakis, S., Kourtis, M. [Κοινοτική μουσική και κοινοτικοί μουσικοί: Η νέα εποχή, οι νέες ανάγκες, οι νέοι ρόλοι: Στάμου Λ., Βαρβαρίγου Μ, Αγαλιανού Ο., Τρούλου Ρ., Ξάκης Στ., Κούρτης Μ.]. 9th Greek Society for Music Education (EEME) (Online). 15-17 April.
  5. Varvarigou, M. (2021). ‘How sensory theatre practice could inform inclusive music education in formal, non-formal and informal contexts in Ireland.’, Paper Presentation. 10th Annual Conference of the Society for Music Education in Ireland (SMEI) (Online), 4-6 November.
  6. Varvarigou, M. (2018). ‘The contribution of community health musicking in Special education – training musicians in new professional roles’ [ ‘Η σημασία των ομαδικών μουσικών δραστηριοτήτων στην Ειδική Αγωγή– εκπαιδεύοντας μουσικούς εκτελεστές σε νέους ρόλους’]. 1st Cross-disciplinary conference on Special Education and Specialised therapies, Athens, [1ο Διεπιστημονικό Συνέδριο Ειδικής Αγωγής και Ειδικών Θεραπειών (Αθήνα), 5-6 May.
  7. Varvarigou, M. (2015). ‘Principles and practices of facilitating musical activities for older people - Issues in training musicians.’ 7th Conference of the Greek Society for Music Education (G.S.M.E.), Thessaloniki, Greece. 27-29 November.
  8. Varvarigou, M. (2015). ‘Collaborative playful experimentation in Higher Education: A Group Ear Playing Study.’ 7th Conference of the Greek Society for Music Education (G.S.M.E.), Thessaloniki, Greece. 27-29 November.
  9. Varvarigou, M. (2011). ‘Intergenerational Music Making.’ British Psychological Society, Milton Keynes, UK, 7th December.
  10. Varvarigou, M. (2009). ‘Modelling Effective Choral conducting education: Theory and practice’. 6th Conference of the Greek Society of Music Education (G.S.M.E). Athens, Greece. 30th October to 1st November.
  11. Varvarigou, M. (2005). ‘Teaching choral singing to children aged 7-12 years old: the outcomes of a project and suggestions for teaching choral singing with creativity’. 4th Conference of the Greek Society for Music Education (EEME). Lamia, Greece. 1-3 July.

Invited Lectures

  1. Varvarigou, M. (2022). ‘Supporting Inclusion and citizenship amongst disabled children and young people (DCYP) through multisensory music education’. Symposium: Interdisciplinary and Intersectoral futures for music education in Ireland, Dublin City University (DCU), Dublin, Ireland, 21-22 April
  2. Varvarigou, M. (2019). ‘Fostering musical autonomy through playing by ear from recordings.’ UCL Institute of Education –London, UK, 28 January
  3. Varvarigou, M. (2019).‘Fostering musical autonomy through playing by ear from recordings’, University of Edinburgh, Reid School of Music, Edinburgh, UK, 17 January.
  4. Varvarigou, M. (2018). ‘Fostering musical autonomy through playing by ear from recordings’, SOAS, London, UK, 10 October.
  5. Varvarigou, M. (2018). ‘Playing by ear in one to one tuition and in group Higher Education.’ UCL Institute of Education, London, UK, 30 January.
  6. Varvarigou, M. (2017). ‘Playing by ear in one to one tuition and in group Higher Education.’ National and Kapodestrian University of Athens, Greece, BMus Programme, 18 December.
  7. Varvarigou, M. (2017). ‘Playing by ear in one to one tuition and in group Higher Education.’ American College of Greece (Deree), BMus Programme, 11 November.
  8. Varvarigou, M. (2017). ‘Playing by ear in one to one tuition and in group Higher Education.’ UCL Institute of Education, London, UK, 31 January.
  9. Varvarigou, M. (2016). ‘Who tutors our choral conductors?’ Academy of Music, Wroclaw, Poland. 26 October.
  10. Varvarigou, M. (2016). ‘Peer learning and group creativity through playing by ear in formal music education’, Mary Immaculate College, Ireland, 18 June.
  11. Varvarigou, M. (2016). ‘Informal learning practices of popular musicians in music classrooms and in one to one tuition’, Kingston University, UK. 27 January.
  12. Varvarigou, M. (2015). ‘Informal learning practices of popular musicians within music classroom and in one to one tuition.’  Royal College of Music, London, UK.11 March.
  13. Varvarigou, M. (2014). ‘Active Ageing with Music: Supporting Wellbeing in the Third and Fourth Ages.’ Rye Studio School, Rye, East Sussex, UK . Music for Wellbeing and Health Day, 5 July.
  14. Varvarigou, M. (2014). ‘The Ear Playing Project: Adapting popular musicians’ informal learning practices for the classical instrumental lesson.’ Institute of Education, University of London, UK, 20 May.
  15. Varvarigou, M. (2013). ‘Ear Playing in the instrumental lesson: learning styles and teaching strategies’, Teachers College, Columbia University, New York, USA, 12-17 September.

SERVICE

2023 to date: Member of the Master of Education Course Board

2023 to date: Chair of the MA in Music Education Course Board

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)

2018: Mentor and assessor of Canterbury Christ Church staff applications for Associate Fellowship of the Higher Education Academy (CCCU)

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

  • 2023-2026: ATU Sligo, Department of Social Sciences
  • 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)

Doctoral Examination

I have examined doctoral theses for DCU, Ireland (2023); UCL Institute of Education, UK (2022; 2020; 2016); MIC, Ireland (2022, 2023); The Guildhall School of Music and Drama, UK (2020); CCCU, UK (2020; 2016); Queensland Conservatorium, Australia (2019); McGill University, Canada (2017); Victoria University, Australia (2016).

Editorial roles

  • Co-editor with Drs. Yuki Morijiri, Michico Yoshie (Japan) and Prof Jennie Henley (UK) a volume on Women in Performance Science, for Frontiers in Psychology, Women in Performance Science | Frontiers Research Topic (frontiersin.org)
  • 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

http://www.ingentaconnect.com/content/ioep/clre/2017/00000015/00000003

 

Service to Wider Society

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.

Mary Immaculate College
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Limerick, Ireland
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Tel: +353 61 204300