Elizabeth Haddon is Emeritus Reader at the University of York, UK. She is the author of Making Music in Britain: Interviews with Those Behind the Notes (2006), and co-editor with Pamela Burnard of Activating Diverse Musical Creativities: Teaching and Learning in Higher Music Education (Bloomsbury 2015) and Creative Teaching for Creative Learning in Higher Music Education (2016).

• Introduction, Elizabeth Haddon (University of York, UK)Part I: Philosophies and Personas1. ‘Unseen Influences’: The Effects of Philosophy and Biases on Approaches to Instrumental Teaching, Naomi Norton, Richard Powell, James Poole, Federico Pendenza and Sara Norouzi Iranzad (University of York, UK)2. Considering the Effects of the Instrumental Music Teachers’ Personality and Persona on the Student-Teacher relationship, Marianna Cortesi, Nasim Ansari, Rosemary Lynch, Richard Powell and Jennifer Cohen (University of York, UK)3. Teacher-Performer? Performer-Teacher? How Musical Identity Shapes Teaching and Learning in and Beyond the Lesson, Caroline Owen and Edwina Smith (University of York, UK)Part II: Contexts, Roles and Relationships4. Avenues for pedagogical training in music education in China and the UK: Aims, availability and implications, Anca Eskandar and Xinpei Zheng (University of York, UK)5. Cultivating Collaborative Relationships and Positive Working Environments between Instrumental Teachers and School Staff, Rosemary Lynch and Pete Dale (University of York, UK)6. A Shared Approach? Peripatetic and Classroom Teachers’ Perspectives on Pedagogy and Professional Relationships, Hannah Ellis, Caroline Owen, James Poole and Pete Dale (University of York, UK)7. Developing Instrumental Teaching Cross-Culturally: International Preservice Teachers’ Pedagogical Understanding with Consideration of Cultural Intelligence, Xinpei Zheng and Hang Li (University of York, UK)8. Navigating Apprenticeship to Mentorship across Cultures: Adaptive Insights from Chinese Masters Students Working as Instrumental Teachers in China and the UK, Xin Liu and Elizabeth Haddon (University of York, UK)9. Understanding Subject-Specific Language Challenges for Music Learners with English as an Additional Language (EAL): What Are The Impacts and How Can Teachers Provide Support?, Hang Li and Xinpei Zheng (University of York, UK)Part III: Skills-building10. Improvisation: Developing Skills and Confidence as Teachers and Learners, Alexis Cairns, Nina Kümin, and Helen Madden (University of York, UK)11. Music Theory in the Instrumental Music Lesson: Built In or Bolted On?, Owen Burton and Anca Eskandar (University of York, UK)12. Embodiment in Music Learning and Teaching, Jennifer Cohen, Caroline Owen, Edwina Smith, Xin Liu and Rosemary Lynch (University of York, UK)13. Hurdles not Brick Walls: Supporting Students to Overcome Physical and Mental Barriers to Instrumental Practice, Rosemary Lynch, Marianna Cortesi, Jennifer Cohen and Sara Norouzi Iranzad (University of York, UK)Part IV: Inclusivity, Support and Resources14. Specific Learning Needs: An Exploration of Inclusive and Accessible Approaches, Kristl Kirk, Bella Powell, Rosemary Lynch, Jennifer Cohen and Pete Dale (University of York, UK)15. Working with Transfer Students: Instrumental and Vocal Teachers’ Experiences of ‘Bridging the Gap’, Edwina Smith, Polly Sharpe, Elizabeth Haddon and Eleni Perisynaki (University of York, UK)16. Examining a Tradition: Teachers' Views on the Content, Accessibility and Use of Graded Performance Examinations, Caroline Owen, Rosemary Lynch, Kristl Kirk and Helen Madden (University of York, UK)17. The Language of Tuition Books, Richard Powell, Elizabeth Haddon, Polly Sharpe, Federico Pendenza and Sara Norouzi Iranzad (University of York, UK)18. Teachers as Creators of Educational Material for Music Learners, Federico Pendenza, Elizabeth Haddon, Helen Madden and Marianna Cortesi (University of York, UK)19. Resilience, Autonomy and Well-being in Instrumental Teaching and Learning, Penny Talbot, Edwina Smith, Rosemary Lynch, Bella Powell and Jennifer Cohen (University of York, UK)Index

‘This collection offers insights on topics as varied as dealing with transfers from one instrumental teacher to another, overcoming barriers to practice, and understanding cross-cultural differences in teaching philosophies. There is inspiration here for new and established teachers, as well as for music education researchers seeking an up-to-date overview of research-informed pedagogy.’

Elizabeth Haddon is Emeritus Reader at the University of York, UK. She is the author of Making Music in Britain: Interviews with Those Behind the Notes (2006), and co-editor with Pamela Burnard of Activating Diverse Musical Creativities: Teaching and Learning in Higher Music Education (Bloomsbury 2015) and Creative Teaching for Creative Learning in Higher Music Education (2016).

• Introduction, Elizabeth Haddon (University of York, UK)Part I: Philosophies and Personas1. ‘Unseen Influences’: The Effects of Philosophy and Biases on Approaches to Instrumental Teaching, Naomi Norton, Richard Powell, James Poole, Federico Pendenza and Sara Norouzi Iranzad (University of York, UK)2. Considering the Effects of the Instrumental Music Teachers’ Personality and Persona on the Student-Teacher relationship, Marianna Cortesi, Nasim Ansari, Rosemary Lynch, Richard Powell and Jennifer Cohen (University of York, UK)3. Teacher-Performer? Performer-Teacher? How Musical Identity Shapes Teaching and Learning in and Beyond the Lesson, Caroline Owen and Edwina Smith (University of York, UK)Part II: Contexts, Roles and Relationships4. Avenues for pedagogical training in music education in China and the UK: Aims, availability and implications, Anca Eskandar and Xinpei Zheng (University of York, UK)5. Cultivating Collaborative Relationships and Positive Working Environments between Instrumental Teachers and School Staff, Rosemary Lynch and Pete Dale (University of York, UK)6. A Shared Approach? Peripatetic and Classroom Teachers’ Perspectives on Pedagogy and Professional Relationships, Hannah Ellis, Caroline Owen, James Poole and Pete Dale (University of York, UK)7. Developing Instrumental Teaching Cross-Culturally: International Preservice Teachers’ Pedagogical Understanding with Consideration of Cultural Intelligence, Xinpei Zheng and Hang Li (University of York, UK)8. Navigating Apprenticeship to Mentorship across Cultures: Adaptive Insights from Chinese Masters Students Working as Instrumental Teachers in China and the UK, Xin Liu and Elizabeth Haddon (University of York, UK)9. Understanding Subject-Specific Language Challenges for Music Learners with English as an Additional Language (EAL): What Are The Impacts and How Can Teachers Provide Support?, Hang Li and Xinpei Zheng (University of York, UK)Part III: Skills-building10. Improvisation: Developing Skills and Confidence as Teachers and Learners, Alexis Cairns, Nina Kümin, and Helen Madden (University of York, UK)11. Music Theory in the Instrumental Music Lesson: Built In or Bolted On?, Owen Burton and Anca Eskandar (University of York, UK)12. Embodiment in Music Learning and Teaching, Jennifer Cohen, Caroline Owen, Edwina Smith, Xin Liu and Rosemary Lynch (University of York, UK)13. Hurdles not Brick Walls: Supporting Students to Overcome Physical and Mental Barriers to Instrumental Practice, Rosemary Lynch, Marianna Cortesi, Jennifer Cohen and Sara Norouzi Iranzad (University of York, UK)Part IV: Inclusivity, Support and Resources14. Specific Learning Needs: An Exploration of Inclusive and Accessible Approaches, Kristl Kirk, Bella Powell, Rosemary Lynch, Jennifer Cohen and Pete Dale (University of York, UK)15. Working with Transfer Students: Instrumental and Vocal Teachers’ Experiences of ‘Bridging the Gap’, Edwina Smith, Polly Sharpe, Elizabeth Haddon and Eleni Perisynaki (University of York, UK)16. Examining a Tradition: Teachers' Views on the Content, Accessibility and Use of Graded Performance Examinations, Caroline Owen, Rosemary Lynch, Kristl Kirk and Helen Madden (University of York, UK)17. The Language of Tuition Books, Richard Powell, Elizabeth Haddon, Polly Sharpe, Federico Pendenza and Sara Norouzi Iranzad (University of York, UK)18. Teachers as Creators of Educational Material for Music Learners, Federico Pendenza, Elizabeth Haddon, Helen Madden and Marianna Cortesi (University of York, UK)19. Resilience, Autonomy and Well-being in Instrumental Teaching and Learning, Penny Talbot, Edwina Smith, Rosemary Lynch, Bella Powell and Jennifer Cohen (University of York, UK)Index

‘This collection offers insights on topics as varied as dealing with transfers from one instrumental teacher to another, overcoming barriers to practice, and understanding cross-cultural differences in teaching philosophies. There is inspiration here for new and established teachers, as well as for music education researchers seeking an up-to-date overview of research-informed pedagogy.’

Elizabeth Haddon is Emeritus Reader at the University of York, UK. She is the author of Making Music in Britain: Interviews with Those Behind the Notes (2006), and co-editor with Pamela Burnard of Activating Diverse Musical Creativities: Teaching and Learning in Higher Music Education (Bloomsbury 2015) and Creative Teaching for Creative Learning in Higher Music Education (2016).

• Introduction, Elizabeth Haddon (University of York, UK)Part I: Philosophies and Personas1. ‘Unseen Influences’: The Effects of Philosophy and Biases on Approaches to Instrumental Teaching, Naomi Norton, Richard Powell, James Poole, Federico Pendenza and Sara Norouzi Iranzad (University of York, UK)2. Considering the Effects of the Instrumental Music Teachers’ Personality and Persona on the Student-Teacher relationship, Marianna Cortesi, Nasim Ansari, Rosemary Lynch, Richard Powell and Jennifer Cohen (University of York, UK)3. Teacher-Performer? Performer-Teacher? How Musical Identity Shapes Teaching and Learning in and Beyond the Lesson, Caroline Owen and Edwina Smith (University of York, UK)Part II: Contexts, Roles and Relationships4. Avenues for pedagogical training in music education in China and the UK: Aims, availability and implications, Anca Eskandar and Xinpei Zheng (University of York, UK)5. Cultivating Collaborative Relationships and Positive Working Environments between Instrumental Teachers and School Staff, Rosemary Lynch and Pete Dale (University of York, UK)6. A Shared Approach? Peripatetic and Classroom Teachers’ Perspectives on Pedagogy and Professional Relationships, Hannah Ellis, Caroline Owen, James Poole and Pete Dale (University of York, UK)7. Developing Instrumental Teaching Cross-Culturally: International Preservice Teachers’ Pedagogical Understanding with Consideration of Cultural Intelligence, Xinpei Zheng and Hang Li (University of York, UK)8. Navigating Apprenticeship to Mentorship across Cultures: Adaptive Insights from Chinese Masters Students Working as Instrumental Teachers in China and the UK, Xin Liu and Elizabeth Haddon (University of York, UK)9. Understanding Subject-Specific Language Challenges for Music Learners with English as an Additional Language (EAL): What Are The Impacts and How Can Teachers Provide Support?, Hang Li and Xinpei Zheng (University of York, UK)Part III: Skills-building10. Improvisation: Developing Skills and Confidence as Teachers and Learners, Alexis Cairns, Nina Kümin, and Helen Madden (University of York, UK)11. Music Theory in the Instrumental Music Lesson: Built In or Bolted On?, Owen Burton and Anca Eskandar (University of York, UK)12. Embodiment in Music Learning and Teaching, Jennifer Cohen, Caroline Owen, Edwina Smith, Xin Liu and Rosemary Lynch (University of York, UK)13. Hurdles not Brick Walls: Supporting Students to Overcome Physical and Mental Barriers to Instrumental Practice, Rosemary Lynch, Marianna Cortesi, Jennifer Cohen and Sara Norouzi Iranzad (University of York, UK)Part IV: Inclusivity, Support and Resources14. Specific Learning Needs: An Exploration of Inclusive and Accessible Approaches, Kristl Kirk, Bella Powell, Rosemary Lynch, Jennifer Cohen and Pete Dale (University of York, UK)15. Working with Transfer Students: Instrumental and Vocal Teachers’ Experiences of ‘Bridging the Gap’, Edwina Smith, Polly Sharpe, Elizabeth Haddon and Eleni Perisynaki (University of York, UK)16. Examining a Tradition: Teachers' Views on the Content, Accessibility and Use of Graded Performance Examinations, Caroline Owen, Rosemary Lynch, Kristl Kirk and Helen Madden (University of York, UK)17. The Language of Tuition Books, Richard Powell, Elizabeth Haddon, Polly Sharpe, Federico Pendenza and Sara Norouzi Iranzad (University of York, UK)18. Teachers as Creators of Educational Material for Music Learners, Federico Pendenza, Elizabeth Haddon, Helen Madden and Marianna Cortesi (University of York, UK)19. Resilience, Autonomy and Well-being in Instrumental Teaching and Learning, Penny Talbot, Edwina Smith, Rosemary Lynch, Bella Powell and Jennifer Cohen (University of York, UK)Index

‘This collection offers insights on topics as varied as dealing with transfers from one instrumental teacher to another, overcoming barriers to practice, and understanding cross-cultural differences in teaching philosophies. There is inspiration here for new and established teachers, as well as for music education researchers seeking an up-to-date overview of research-informed pedagogy.’