The shifting sands of UK secondary music curricula: problematising relationships between aural training and music literacy
Journal Article
Donn, R., Stillie, B., & Moir, Z. (2024)
The shifting sands of UK secondary music curricula: problematising relationships between aural training and music literacy. Music Education Research, 26(1), 58-70. https://doi.org/10.1080/14613808.2024.2309204
This article, which is intended as a contribution to wider conversations around music literacy, explores current conceptions of music literacy within the UK, using the area of...
Belonging to the university or being in the world: From belonging to relational being
Journal Article
Graham, C., & Moir, Z. (2022)
Belonging to the university or being in the world: From belonging to relational being. Journal of University Teaching and Learning Practice, 19(4),
In a world characterised by supercomplexity, in which higher education (HE) is in the grip of neoliberal market forces (Barnett, 2000), it is incumbent upon participants in th...
Haphazard pathways: Students’ perceptions of their routes to music study in higher education in the United Kingdom
Journal Article
Moir, Z., & Stillie, B. (2018)
Haphazard pathways: Students’ perceptions of their routes to music study in higher education in the United Kingdom. Journal of Popular Music Education, 2(3), 199-216. doi:10.1386/jpme.2.3.199_1
This article reports on a qualitative study, which explored perceptions of fourteen first-year undergraduate music students in the United Kingdom regarding their secondary sch...
Review of 'Promising Practices in 21st Century Music Teacher Education'
Journal Article
Moir, Z. (2018)
Review of 'Promising Practices in 21st Century Music Teacher Education'. Journal of Music, Technology and Education, 11(2), 213-218. https://doi.org/10.1386/jmte.11.2.213_5
No abstract available.