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Peer-reviewed journal articles

Solo authored articles

Gaunt, H (2011). "Understanding the one-to-one relationship in instrumental/vocal tuition in Higher Education: comparing student and teacher perceptions." British Journal of Music Education 28(2): 159-180

Gaunt, H. (2010). "One-to-one tuition in a conservatoire: the perceptions of instrumental and vocal students." Psychology of Music 38(2): 178-208

Gaunt, H (2008). "One-to-one tuition in a conservatoire: the perceptions of instrumental and vocal teachers." Psychology of Music 36(2): 215-245

Gaunt, H. (2007). "Learning and teaching breathing and oboe playing: action research in a conservatoire." British Journal of Music Education 24(2): 207-231

Gaunt, H. (2004). "Breathing and oboe playing: playing, teaching and learning." British Journal of Music Education 21(3): 313-328.

 

Co-authored articles

Parkes, K.A., Daniel, R., West, T. and Gaunt, H. (2015). "Applied music studio teachers in higher education: Exploring the impact of identification and talent on career satisfaction." International Journal of Music Education 33(3): 372-385

Dobson, M. C. and Gaunt, H. (2015). "Musical and social communication in expert orchestral performance." Psychology of Music 43: 24-42

Gaunt, H. and Dobson, M. (2014). "Orchestras as "Ensembles of Possibility": Understanding the Experience of Orchestral Musicians Through the Lens of Communities of Practice." Mind, Culture and Activity 21(4): 298-317

Hallam, S., Creech, A., Varvarigou, M., McQueen, H., & Gaunt, H. (2014). "Does active engagement in community music support the well-being of older people?" Arts & Health: An International Journal for Research, Policy and Practice, 6(2), 101-116.

Long, M., Creech, A., Gaunt, H. and Hallam, S. (2014). "Conservatoire students experiences and perceptions of instrument-specific master classes." Music Education Research 16(2), 176-192.

Creech, A., Varvarigou, M., Hallam, S., McQueen, H., & Gaunt, H. (2013). "Scaffolding, organisational structure and interpersonal interaction in musical activities with older people." Psychology of Music. Online first March 18 2013

Creech, A., Hallam, S., Gaunt, H., Pincas, A., McQueen, H., & Varvarigou, M. (2013). "The role of musical possible selves in supporting subjective well-being in later life." Music Education Research, Published online: 28 Apr 2013

Creech, A., Hallam, S., Varvarigou, M., & Gaunt, H. (2013). "Active music making: A route to enhanced subjective well-being amongst older people." Perspectives in Public Health (Special Edition), 133(1): 36-43

Gaunt, H., Creech, A., Long, M., & Hallam, S. (2012). "Supporting conservatoire students towards professional integration: one-to-one tuition and the potential of mentoring." Music Education Research 14(1): 25-43.

Long, M. Hallam, S., Gaunt, H., Creech, A., Robertson, L. (2012). "Do prior experience, gender, or level of study influence music students' perspectives on master classes?" Psychology of Music 40(6): 683-699

Long, M., Creech, A., Gaunt, H., Hallam, S. and Robertson, L. (2012). "Blast from the past: Conservatoire students' experiences and perceptions of public master classes." Musicae Scientiae 16(3), 286-306.

Creech, A., Gaunt, H., Hallam, S., & Robertson, L. (2009). "Conservatoire students' perceptions of master classes." British Journal of Music Education, 26, 315-332.

 

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In a nutshell

So why should you be interested in Learning in and through the Performing Arts?

The collaborative processes of the performing arts open a pandora's box of possibilities for artistic, personal and organizational development. They are subtle and multi-layered, embodied practices that can yield much more than what individuals bring to them, creatively and in terms of human exchange. My work is about continuing to develop these processes for the twenty-first century, so that artists can adapt to their changing contexts and enable their work to take root as creative entrepreneurs, and so that the processes of the arts can be shared and enhanced through exchange with other disciplines and across cultural contexts.