Contents

• Introduction, Elizabeth Haddon (University of York, UK)
• Part I: Philosophies and Personas
• 1. ‘Unseen Influences’: The Effects of Philosophy and Biases on Approaches to Instrumental and Vocal Teaching, Naomi Norton, Richard Powell, James Poole, Federico Pendenza and Sara Norouzi Iranzad (University of York, UK)
• 2. Considering the Effects of the Instrumental/Vocal 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 Relationships
• 4. 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/Vocal Tutors 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, James Poole, Caroline Owen, 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 the Shift from Apprenticeship to Mentorship across Cultures: Adaptive Insights from Chinese Masters Students Working as Instrumental/vocal 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-building
• 10. Improvisation: Developing Skills and Confidence as Teachers and Learners, Alexis Cairns, Nina Kümin, and Helen Madden (University of York, UK)
• 11. Music Theory and Practice, in Practice, Owen Burton, 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 Practice, Rosemary Lynch, Marianna Cortesi, Jennifer Cohen and Sara Norouzi Iranzad (University of York, UK)
• Part IV: Inclusivity, Support and Resources
• 14. Specific Learning Needs, Disability and D/deafness in Music Education: An Exploration of Inclusive and Accessible Approaches, Bella Powell, Rosie Lynch, Kristl Kirk, 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 and Elizabeth Haddon (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, Federico Pendenza, Sara Norouzi Iranzad and Polly Sharpe (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 Wellbeing, Penny Talbot, Edwina Smith, Rosie Lynch, Jennifer Cohen and Bella Powell (University of York, UK)
• Index