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British Journal of Music Education is a peer-reviewed journal published by Cambridge University Press, covering Diverse Music Education Insights, Neuroscience and Music Perception, Diverse Musicological Studies.
| Publisher | Cambridge University Press |
|---|---|
| Reference style | Numbered Numbered — [1], [2] in the text [1] A. Smith, B. Jones, and C. Lee, A representative article title, British Journal of Music Education 12 (2023) 45–58.
Formats any DOI in the closest standard style — British Journal of Music Education has no published style definition, so this is an approximation. No sign-up. |
| Publishes research in | Diverse Music Education Insights Neuroscience and Music Perception Diverse Musicological Studies Musicology and Musical Analysis Diverse Scientific and Economic Studies |
| ISSN | 0265-0517 |
| Citation impact (2-yr) | 0.48 |
| h-index | 61 |
| i10-index | 388 |
| Total citations | 16,797 |
| Top institutions publishing here | Birmingham City University |
| Journal website | www.cambridge.org |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
During the last decade there has been an awakening interest in considering not only formalised learning situations within institutional settings, but also all the various forms of informal musical learning practices outside schools. Informal musical learning outside institutional settings has been shown to contribute to important knowledge and aspects of music education. In this article,…
A musical development sequence is proposed based on the psycho-logical concepts of mastery, imitation, imaginative play and meta-cognition, drawing on the work of Moog, Piaget and the observations of British writers. An interpretation of over seven hundred children's compositions is undertaken yielding an eight-mode spiral of development that may have consequences for music teaching; for…
Recent research on musical practice has focused on metacognition and the strategies that musicians adopt in their preparations for performance. This study explored the development of metacognition and performance planning strategies in musicians from novice to professional level. Twenty-two professional musicians and fifty-five novices were interviewed about their practising. The novices were also tape-recorded learning…
This article examines the perceived and documented problems of school music, particularly at secondary level, through a study of young people's music in and out of school. Four issues are explored: teachers' approaches to music in school; pupils' levels of engagement in musical activities in and out of school; pupils' attitudes to music in and…
Who is responsible for the learning outcomes for a student in higher instrumental education? The issue of students having influence and responsibility over their instrumental learning is a complex question. Based on research, this article discusses three questions. First, the relationship between teachers and students in instrumental lessons; second, the role of the students as…
