How engagement in music lessons effects child development
When I was 11 I decided that when I grew up I would invent a therapy based on music – and I would call it music therapy. When I finally lobbed in to uni, someone else had completely stolen my thunder. Music therapy as it stands is not really what I imagined it to be. I love it, but it tends to be prescriptive dealing largely with individual cases in specific areas. Not that everyone should or would want to be a professional musician, but there is something about music that is essential to development that makes it as important as studying literacy or maths. My research examines how active engagement in music effects typical children on a typical day. My supervision is divided between the Conservatorium of Music and the School of Public Health. I am a musician with degrees in cognitive psychology, neurosciences, and education. This combination has allowed me to understand the issues from a number of competing perspectives and develop an age appropriate mixed measures design that shows strong internal and external validity. It also allows me to communicate across these areas with musicians, teachers, and health professionals. It is a juggling act, but one that I am very excited by.
Creative Innovation through Cross-Fertilisation Symposium
Biological Psychology (Neuropsychology, Psychopharmacology, Physiological Psychology)
Developmental Psychology and Ageing
Studies in Creative Arts and Writing