John Habron
Biographic Data
| ID | 97332 |
|---|---|
| NAME | John Habron |
| GIVEN NAMES | John |
| FAMILY NAME | Habron |
| SIGNATURE | HABRON J |
| AFFILIATIONS | Royal Northern College of Music |
| ORCID | 0000-0002-1146-8405 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Walking a fine line
The difficulties of navigating a freelance career in music have been well-documented, but women working in the historically masculine brass-playing world can experience additional disadvantages. As part of a wider project investigating issues of gender and gender inequality in UK brass playing, this paper explores the role of activism in the lives of female brass players. An interpretative phenomenological analysis was applied to data collected f…
A Brass-Playing Identity
Brass instruments have historically had a strong association with masculinity and have been played mostly by men. Although there have been pioneering women at various points during the twentieth century, women did not enter brass playing in significant numbers until the end of the century. Even now, women are in the minority across the current brass- playing cohort in the UK, and are extremely rare in some genres and some specific brass instrumen…
Work-based placements in European higher music education institutions
Although there is considerable research from Australia demonstrating that work-integrated learning (WIL) helps higher music education (HME) students develop their professional skills, there is little evidence from Europe. WIL involves the integration of theory and practice and workbased experiential learning is an important component of this process, giving students opportunities to become self-reflective in their application of theoretical princ…
Soft Hands
Professional development is an important part of any teaching career. Although it has been investigated within the field of music education, there is limited research on the experiences of mid-career music teachers from a first-person perspective, especially within a conservatory context. In this collaborative self-study, the authors analyze the professional development journey that one of them undertook as she followed a series of snare drum les…
Three Flute Players’ Lived Experiences of Dalcroze Eurhythmics in Preparing Contemporary Music for Performance
This qualitative study presents an interpretative phenomenological analysis of the lived experiences of three flute players who practise Dalcroze Eurhythmics, an approach to teaching, learning and understanding music through exploring various music-movement relationships in social, creative and rigorous ways. Our research seeks to understand how these individuals make sense of their lived experiences of Dalcroze Eurhythmics in learning, rehearsin…
Music therapy as a medicine of the whole person
Exploring the spiritual in music: Interdisciplinary dialogues in music, wellbeing and education
A Conceptual Model of Spirituality in Music Education
This article aims to describe the phenomenon of spirituality in music education by means of a model derived from the academic literature on the topic. Given the centrality of lived experience within this literature, we adopted a hermeneutic phenomenological theoretical framework to describe the phenomenon. The NCT (noticing, collecting, and thinking) model was used for the qualitative document analysis. Atlas.ti 7, computer-aided qualitative data…
Through music and into music’, through music and into well-being
There is a longstanding relationship between music therapy and Dalcroze Eurhythmics, an approach to music education that had its beginnings in the reform pedagogy movement of the European fin de siècle. Émile Jaques-Dalcroze (1865-1950), the founder of the approach, initially focused on educational aims, but was soon to include therapeutic ones as well. During the early twentieth century, Dalcroze teachers applied the approach to their work with …
A Conceptual Model of Spirituality in Music Education
This article aims to describe the phenomenon of spirituality in music education by means of a model derived from the academic literature on the topic. Given the centrality of lived experience within this literature, we adopted a hermeneutic phenomenological theoretical framework to describe the phenomenon. The NCT (noticing, collecting, and thinking) model was used for the qualitative document analysis. Atlas.ti 7, computer-aided qualitative data…
Through music and into music’, through music and into well-being
There is a longstanding relationship between music therapy and Dalcroze Eurhythmics, an approach to music education that had its beginnings in the reform pedagogy movement of the European fin de siècle. Émile Jaques-Dalcroze (1865-1950), the founder of the approach, initially focused on educational aims, but was soon to include therapeutic ones as well. During the early twentieth century, Dalcroze teachers applied the approach to their work with …
A Conceptual Model of Spirituality in Music Education
This article aims to describe the phenomenon of spirituality in music education by means of a model derived from the academic literature on the topic. Given the centrality of lived experience within this literature, we adopted a hermeneutic phenomenological theoretical framework to describe the phenomenon. The NCT (noticing, collecting, and thinking) model was used for the qualitative document analysis. Atlas.ti 7, computer-aided qualitative data…
Music therapy as a medicine of the whole person
Exploring the spiritual in music: Interdisciplinary dialogues in music, wellbeing and education
Three Flute Players’ Lived Experiences of Dalcroze Eurhythmics in Preparing Contemporary Music for Performance
This qualitative study presents an interpretative phenomenological analysis of the lived experiences of three flute players who practise Dalcroze Eurhythmics, an approach to teaching, learning and understanding music through exploring various music-movement relationships in social, creative and rigorous ways. Our research seeks to understand how these individuals make sense of their lived experiences of Dalcroze Eurhythmics in learning, rehearsin…
Soft Hands
Professional development is an important part of any teaching career. Although it has been investigated within the field of music education, there is limited research on the experiences of mid-career music teachers from a first-person perspective, especially within a conservatory context. In this collaborative self-study, the authors analyze the professional development journey that one of them undertook as she followed a series of snare drum les…
Work-based placements in European higher music education institutions
Although there is considerable research from Australia demonstrating that work-integrated learning (WIL) helps higher music education (HME) students develop their professional skills, there is little evidence from Europe. WIL involves the integration of theory and practice and workbased experiential learning is an important component of this process, giving students opportunities to become self-reflective in their application of theoretical princ…
A Brass-Playing Identity
Brass instruments have historically had a strong association with masculinity and have been played mostly by men. Although there have been pioneering women at various points during the twentieth century, women did not enter brass playing in significant numbers until the end of the century. Even now, women are in the minority across the current brass- playing cohort in the UK, and are extremely rare in some genres and some specific brass instrumen…
Walking a fine line
The difficulties of navigating a freelance career in music have been well-documented, but women working in the historically masculine brass-playing world can experience additional disadvantages. As part of a wider project investigating issues of gender and gender inequality in UK brass playing, this paper explores the role of activism in the lives of female brass players. An interpretative phenomenological analysis was applied to data collected f…
Diverse Music Education Insights (6 works) · Psychology (6 works) · Pedagogy (5 works) · Sociology (5 works) · Art (4 works) · Music education (4 works) · Visual arts (4 works) · Aesthetics (3 works) · Music Therapy and Health (3 works) · Musicians’ Health and Performance (3 works)