Leon R De Bruin
Biographic Data
| ID | 1685352 |
|---|---|
| NAME | Leon R De Bruin |
| GIVEN NAMES | Leon R |
| FAMILY NAME | De Bruin |
| SIGNATURE | DE BRUIN L R |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0002-5385-6406 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Identity formation and possible selves of early career instrumental music teachers: A qualitative study
Teacher identity is a complex and non-linear evolution involving knowledge, skill, formation, transformation, and scrutiny of what one is doing and who one can become. This phenomenological investigation studied the views of 12 early career instrumental music teachers working professionally in Melbourne, Australia. Utilising possible selves theory, interpretative phenomenological analysis revealed anxieties and stresses of novice teacher experien…
Higher Education Piano Teachers’ Perspectives to Imagery: A Qualitative Study
Musicians often engage in imagery to improve their practice and performance, however, there are experiences that shape preferences and varying approaches to how they engage with imagery and how they may teach imagery. Mental practice and imagery research offers varied nomenclature that span motor-sensory adaptation, refinement, expressive lucidity and goal-orientation that point to self-regulatory concepts in music learning. Exploring what teache…
Social and emotional traits and characteristics of wellbeing and resilience gained from participation in instrumental music in an Australian secondary education context
This study sought to identify social and emotional traits and characteristics of wellbeing and resilience gained from participation in instrumental music in secondary schools in Victoria, Australia. This involved exploring student perceptions concerning learning experiences and relationships in instrumental music lessons and ensemble activity in Australian (Victorian) secondary school contexts. The extra-curricular Australian context of weekly in…
Hidden diversity in the conservatoire: A qualitative enquiry into the experiences of higher education music students with disability
Students undertaking higher education music degrees represent a rich tapestry of experiences, cultures and needs. However, equity and inclusion issues related to music students with disability in higher education are frequently addressed in generic ways, and without consultation or consideration of their unique requirements. With limited research available, this qualitative study within an Australian Conservatorium of Music analysed the experient…
Instrumental music teachers’ development of feedback across the lifespan: A qualitative study
Feedback is a powerful influence on learning and achievement in the instrumental music lesson, though this impact may render positive as well as negative implications to learning. The impact of feedback is thus foundational to the ways music teachers impart knowledge, skill, planning, reflection, and student motivation. This article provides an analysis of feedback- feed up-feed forward concepts through a musical instruction lens, and reviews evi…
Feedback in the instrumental music lesson: A qualitative study
This study focuses on the role of feedback in teaching with particular emphasis on its effect on learner performance, motivation, and self-regulation. A critical account of feedback and applicable models highlight conceptual guidelines of how individual, relational, and environmental factors can impact on the utility of feedback as a performance changing device, and reasons for theory–practice disjunction. A qualitative methodology investigated 2…
How and when are topological explanations complete mechanistic explanations? The case of multilayer network models
The relationship between topological explanation and mechanistic explanation is unclear. Most philosophers agree that at least some topological explanations are mechanistic explanations. The crucial question is how to make sense of this claim. Zednik (Philos Psychol 32(1):23–51, 2019, https://doi.org/10.1080/09515089.2018.1512090 ) argues that topological explanations are mechanistic if they (i) describe mechanism sketches that (ii) pick out orga…
Being and becoming instrumental musicians and teachers: A post-qualitative exploration
In trying to understand the complex interplay between effective learning and personal experience in instrumental music education we look to our own histories of becoming instrumental performers trained in conservatoires. We seek a collective fusion of horizons of possibility to explore the relationships of musicians, both learners and teachers, with each other and their environments. We adopt the post-qualitative turn, as it offers space and plac…
Director perspectives to equity, access, and inclusion in the school jazz ensemble
Arts and culture are increasingly acknowledged as pillars of society in which all of humanity including people who identify as’ LGBTQIA+ can contribute in 21 st century society. United Nations and individual country initiatives continue to promote the notion of inclusive, egalitarian values that promote equal access and opportunity to chosen careers and passions. Jazz as an artform has evolved as a form of cultural expression, entertainment, and …
‘In the cracks between freedom and fear’: Student reflections on identity and confidence learning in a creative music ensemble
The purpose of this study was to conduct a qualitative study examining ‘real-world’ jazz performance contexts within an Australian tertiary music course. Course projects were designed to offer students opportunities to gain a better understanding of the intersections of working and performing with their teachers in an improvised music ensemble. The study investigates reflection of students’ experiences and perceptions of learning dispositions, id…
Collaborative learning experiences in the university jazz/creative music ensemble: Student perspectives on instructional communication
While the ensemble is a ubiquitous learning environment within jazz education, opportunities to learn through engagement in ensemble performances and industry-level recording opportunities are rare classroom environments tertiary jazz music institutions offer. This qualitative study examines jazz performance contexts within an Australian tertiary music course, exploring students’ learning experience spanning three diverse collaborative projects a…
False-Belief Understanding, 4E Cognition, and Predictive Processing
Mindreading accounts of social cognition have been increasingly challenged over the past couple of decades. Proponents of 4E cognition have argued that social cognition is not (primarily) about reading another agent’s mental states in order to predict or explain his or her behavior. A large part of their criticism has focused on the empirical findings on false-belief understanding, questioning both the philosophical interpretation of these findin…
E Cognition: Historical Roots, Key Concepts, and Central Issues
The Introduction starts with offering definitions of the central 4E features, that is, the features of embodied, embedded, enacted, and extended cognition. To set the stage, we sketch the conceptual distinction that characterizes the role of these features: are they only causally influencing a mental phenomenon or are some of them constituting it? We suggest that we can no longer presuppose a common understanding of X being constitutive for P as …
Musical play, creativity and metacognitive processes in developing improvisational expertise: Expert Improvising Voices
This study investigates musical play within the one-to-one musical improvisation lesson. Improvisation is a specific and significant musical skill that relies on musicality, creativity and collaborative skills in spontaneous dialogic interplay. This article presents observations of four one-to-one lessons in a conservatoire environment. A phenomenological inquiry reports on data gathered both within the lesson, and on learning reflections of both…
Creative Formats, Creative Futures
As creative economies and industries continue to impact emerging markets and cultural conversations, creative education seems no more central to these conversations than it was a decade ago. Two recent Creativity Summits marked a collaborative milestone in the global conversation about creative teaching, learning, ecologies, and partnerships, signaling a turn from nation-based approaches to more globally-networked ones. This essay and the summits…
Evolving Regulatory Processes Used by Students and Experts in the Acquiring of Improvisational Skills: A Qualitative Study
The way an improviser practices is a vital and significant aspect to a musician’s means and capacities of expression. Expert music performers utilize extensive self-regulatory processes involving planning, strategic development, and systemized approaches to learning and reflective practice. Scholars posit that these processes are constructivist and socioculturally explained and manifest in individual, jointly negotiated, and shared learning. This…
Journeys in jazz education: Learning, collaboration and dialogue in communities of musical practice
Australian jazz has evolved from a wholly imported form of music making to a vibrant and diverse range of styles, dialects and concepts that emanate from within its music communities. Emerging from Anglo-Celtic and African American traditions, Australian improvising musicians have developed their own expressive capabilities and personal voices. Distance from American jazz culture contributed to early Australian jazz musicians experiencing an imit…
Cognitive Neuroscience and Causal Inference: Implications for Psychiatry
In this paper, we investigate to what extent it is justified to draw conclusions about causal relations between brain states and mental states from cognitive neuroscience studies. We first explain the views of two prominent proponents of the interventionist account of causation: Woodward and Baumgartner. We then discuss the implications of their views in the context of traditional cognitive neuroscience studies in which the effect of changes in m…
Whom to blame and whom to praise: Two cross-cultural studies on the appraisal of positive and negative side effects of company activities
Increasing a company’s short-term profit seems to be still the primary responsibility of business leaders, but profit-oriented decision strategies may also elicit long-term side effects. While positive side effects might be considered as an additional benefit, negative side effects are a crucial problem calling for social responsibility. One central question is how the public evaluates managerial decisions based on an indifferent attitude toward …
The Influence of Situated and Experiential Music Education in Teacher-Practitioner Formation: An Autoethnography
This study explores how my musical background, teaching and performance skills, understandings, and knowledge acquired from both formal and informal influence has shaped myself as musician, teacher and researcher. The study reveals various learning cultures and social networks that frame my multiple professional identities that have themselves developed from my understandings of being a performer, an educator and researcher. This study explores t…
Direct social perception, mindreading and Bayesian predictive coding
How direct is social perception
How agency can solve interventionism’s problem of circularity
The Influence of Situated and Experiential Music Education in Teacher-Practitioner Formation: An Autoethnography
This study explores how my musical background, teaching and performance skills, understandings, and knowledge acquired from both formal and informal influence has shaped myself as musician, teacher and researcher. The study reveals various learning cultures and social networks that frame my multiple professional identities that have themselves developed from my understandings of being a performer, an educator and researcher. This study explores t…
Evolving Regulatory Processes Used by Students and Experts in the Acquiring of Improvisational Skills: A Qualitative Study
The way an improviser practices is a vital and significant aspect to a musician’s means and capacities of expression. Expert music performers utilize extensive self-regulatory processes involving planning, strategic development, and systemized approaches to learning and reflective practice. Scholars posit that these processes are constructivist and socioculturally explained and manifest in individual, jointly negotiated, and shared learning. This…
How agency can solve interventionism’s problem of circularity
How agency can solve interventionism’s problem of circularity
Direct social perception, mindreading and Bayesian predictive coding
How direct is social perception
Journeys in jazz education: Learning, collaboration and dialogue in communities of musical practice
Australian jazz has evolved from a wholly imported form of music making to a vibrant and diverse range of styles, dialects and concepts that emanate from within its music communities. Emerging from Anglo-Celtic and African American traditions, Australian improvising musicians have developed their own expressive capabilities and personal voices. Distance from American jazz culture contributed to early Australian jazz musicians experiencing an imit…
Cognitive Neuroscience and Causal Inference: Implications for Psychiatry
In this paper, we investigate to what extent it is justified to draw conclusions about causal relations between brain states and mental states from cognitive neuroscience studies. We first explain the views of two prominent proponents of the interventionist account of causation: Woodward and Baumgartner. We then discuss the implications of their views in the context of traditional cognitive neuroscience studies in which the effect of changes in m…
Whom to blame and whom to praise: Two cross-cultural studies on the appraisal of positive and negative side effects of company activities
Increasing a company’s short-term profit seems to be still the primary responsibility of business leaders, but profit-oriented decision strategies may also elicit long-term side effects. While positive side effects might be considered as an additional benefit, negative side effects are a crucial problem calling for social responsibility. One central question is how the public evaluates managerial decisions based on an indifferent attitude toward …
The Influence of Situated and Experiential Music Education in Teacher-Practitioner Formation: An Autoethnography
This study explores how my musical background, teaching and performance skills, understandings, and knowledge acquired from both formal and informal influence has shaped myself as musician, teacher and researcher. The study reveals various learning cultures and social networks that frame my multiple professional identities that have themselves developed from my understandings of being a performer, an educator and researcher. This study explores t…
Creative Formats, Creative Futures
As creative economies and industries continue to impact emerging markets and cultural conversations, creative education seems no more central to these conversations than it was a decade ago. Two recent Creativity Summits marked a collaborative milestone in the global conversation about creative teaching, learning, ecologies, and partnerships, signaling a turn from nation-based approaches to more globally-networked ones. This essay and the summits…
Evolving Regulatory Processes Used by Students and Experts in the Acquiring of Improvisational Skills: A Qualitative Study
The way an improviser practices is a vital and significant aspect to a musician’s means and capacities of expression. Expert music performers utilize extensive self-regulatory processes involving planning, strategic development, and systemized approaches to learning and reflective practice. Scholars posit that these processes are constructivist and socioculturally explained and manifest in individual, jointly negotiated, and shared learning. This…
False-Belief Understanding, 4E Cognition, and Predictive Processing
Mindreading accounts of social cognition have been increasingly challenged over the past couple of decades. Proponents of 4E cognition have argued that social cognition is not (primarily) about reading another agent’s mental states in order to predict or explain his or her behavior. A large part of their criticism has focused on the empirical findings on false-belief understanding, questioning both the philosophical interpretation of these findin…
E Cognition: Historical Roots, Key Concepts, and Central Issues
The Introduction starts with offering definitions of the central 4E features, that is, the features of embodied, embedded, enacted, and extended cognition. To set the stage, we sketch the conceptual distinction that characterizes the role of these features: are they only causally influencing a mental phenomenon or are some of them constituting it? We suggest that we can no longer presuppose a common understanding of X being constitutive for P as …
Musical play, creativity and metacognitive processes in developing improvisational expertise: Expert Improvising Voices
This study investigates musical play within the one-to-one musical improvisation lesson. Improvisation is a specific and significant musical skill that relies on musicality, creativity and collaborative skills in spontaneous dialogic interplay. This article presents observations of four one-to-one lessons in a conservatoire environment. A phenomenological inquiry reports on data gathered both within the lesson, and on learning reflections of both…
Being and becoming instrumental musicians and teachers: A post-qualitative exploration
In trying to understand the complex interplay between effective learning and personal experience in instrumental music education we look to our own histories of becoming instrumental performers trained in conservatoires. We seek a collective fusion of horizons of possibility to explore the relationships of musicians, both learners and teachers, with each other and their environments. We adopt the post-qualitative turn, as it offers space and plac…
Director perspectives to equity, access, and inclusion in the school jazz ensemble
Arts and culture are increasingly acknowledged as pillars of society in which all of humanity including people who identify as’ LGBTQIA+ can contribute in 21 st century society. United Nations and individual country initiatives continue to promote the notion of inclusive, egalitarian values that promote equal access and opportunity to chosen careers and passions. Jazz as an artform has evolved as a form of cultural expression, entertainment, and …
‘In the cracks between freedom and fear’: Student reflections on identity and confidence learning in a creative music ensemble
The purpose of this study was to conduct a qualitative study examining ‘real-world’ jazz performance contexts within an Australian tertiary music course. Course projects were designed to offer students opportunities to gain a better understanding of the intersections of working and performing with their teachers in an improvised music ensemble. The study investigates reflection of students’ experiences and perceptions of learning dispositions, id…
Collaborative learning experiences in the university jazz/creative music ensemble: Student perspectives on instructional communication
While the ensemble is a ubiquitous learning environment within jazz education, opportunities to learn through engagement in ensemble performances and industry-level recording opportunities are rare classroom environments tertiary jazz music institutions offer. This qualitative study examines jazz performance contexts within an Australian tertiary music course, exploring students’ learning experience spanning three diverse collaborative projects a…
Feedback in the instrumental music lesson: A qualitative study
This study focuses on the role of feedback in teaching with particular emphasis on its effect on learner performance, motivation, and self-regulation. A critical account of feedback and applicable models highlight conceptual guidelines of how individual, relational, and environmental factors can impact on the utility of feedback as a performance changing device, and reasons for theory–practice disjunction. A qualitative methodology investigated 2…
How and when are topological explanations complete mechanistic explanations? The case of multilayer network models
The relationship between topological explanation and mechanistic explanation is unclear. Most philosophers agree that at least some topological explanations are mechanistic explanations. The crucial question is how to make sense of this claim. Zednik (Philos Psychol 32(1):23–51, 2019, https://doi.org/10.1080/09515089.2018.1512090 ) argues that topological explanations are mechanistic if they (i) describe mechanism sketches that (ii) pick out orga…
Instrumental music teachers’ development of feedback across the lifespan: A qualitative study
Feedback is a powerful influence on learning and achievement in the instrumental music lesson, though this impact may render positive as well as negative implications to learning. The impact of feedback is thus foundational to the ways music teachers impart knowledge, skill, planning, reflection, and student motivation. This article provides an analysis of feedback- feed up-feed forward concepts through a musical instruction lens, and reviews evi…
Social and emotional traits and characteristics of wellbeing and resilience gained from participation in instrumental music in an Australian secondary education context
This study sought to identify social and emotional traits and characteristics of wellbeing and resilience gained from participation in instrumental music in secondary schools in Victoria, Australia. This involved exploring student perceptions concerning learning experiences and relationships in instrumental music lessons and ensemble activity in Australian (Victorian) secondary school contexts. The extra-curricular Australian context of weekly in…
Hidden diversity in the conservatoire: A qualitative enquiry into the experiences of higher education music students with disability
Students undertaking higher education music degrees represent a rich tapestry of experiences, cultures and needs. However, equity and inclusion issues related to music students with disability in higher education are frequently addressed in generic ways, and without consultation or consideration of their unique requirements. With limited research available, this qualitative study within an Australian Conservatorium of Music analysed the experient…
Identity formation and possible selves of early career instrumental music teachers: A qualitative study
Teacher identity is a complex and non-linear evolution involving knowledge, skill, formation, transformation, and scrutiny of what one is doing and who one can become. This phenomenological investigation studied the views of 12 early career instrumental music teachers working professionally in Melbourne, Australia. Utilising possible selves theory, interpretative phenomenological analysis revealed anxieties and stresses of novice teacher experien…
Higher Education Piano Teachers’ Perspectives to Imagery: A Qualitative Study
Musicians often engage in imagery to improve their practice and performance, however, there are experiences that shape preferences and varying approaches to how they engage with imagery and how they may teach imagery. Mental practice and imagery research offers varied nomenclature that span motor-sensory adaptation, refinement, expressive lucidity and goal-orientation that point to self-regulatory concepts in music learning. Exploring what teache…
Psychology (19 works) · Diverse Music Education Insights (14 works) · Pedagogy (12 works) · Sociology (12 works) · Music education (9 works) · Visual arts (9 works) · Cognition (8 works) · Computer Science (7 works) · Epistemology (7 works) · Musical (7 works)