Dr Victoria Rowe
Department of Music
The University of Sheffield
34 Leavygreave Road
Victoria Rowe is a tutor on the Psychology of Music (Distance Learning MA course) with special interest in Musical Development, Education and Research Methodology. After graduating from the Royal College of Music in London she worked as a piano teacher and accompanist for many years. In 1999 she undertook the Distance Learning MA course in Psychology for Musicians with tutors Prof Eric Clarke and Prof Stephanie Pitts. On completing this she decided to pursue her enthusiasm for academic research by studying for a PhD at the University of Roehampton where her supervisors were Prof David Hargreaves and Dr Susan Young. Her PhD thesis was an investigation into gender interactions in instrumental music lessons and she gave presentations on several aspects of this at international conferences including ICMPC and RIME.
She has since worked as Research Assistant on several projects in music education, including a survey of the work of the Wigmore Hall’s Chamber Tots’ organisation with Susan Young, the education wing of the Orchestra of the Age of Enlightenment with Sarah Hennessy, and Roehampton’s Froebel research projects with David Hargreaves and Sue Robson.
She joined Exeter University as part of the EU-funded MIROR international research project in collaboration with Sony (France) examining the use of a novel music technology system to encourage reflexive musical interaction with children aged 0 – 10 years. Alongside studies in children’s centres and primary schools, her work on the MIROR project included an exploration of the possible applications of this technology in instrumental lessons with children aged 6 - 10. She investigated whether playing with this technology could change children’s approach to piano improvisation. Victoria is first author of a book arising from the project, Children’s creative music-making with reflexive interactive technology: Adventures in improvising and composing, which was published by Routledge in 2017 (see below). This book bridges the gap between academic theoretical writing and practice-based case studies, with the voices of teachers and children prominent. The concluding section of the book contains a ‘toolkit’ of ideas for teachers to use in the classroom.
- Instrumental teaching and learning
- Music teaching and Gender
- The educational outreach programs of arts organisations
- Music in Early Childhood settings
- Creative thinking in young children
- Using technology in improvisation and composition with children aged 4 – 10
- Using video-stimulated recall as a research tool with children
Rowe, V., Triantafyllaki, A. & Pachet , F. (2017). Children’s creative music-making with reflexive interactive technology: Adventures in improvising and composing. London & New York: Routledge URL: https://www.routledge.com/products/9781138931084
Rowe,V, Triantafyllaki, A & Anagnostopoulou, C, (2015). Young pianists exploring improvisation using interactive music technology. International Journal of Music Education 33 (1) 113 – 130. URL: http://ijm.sagepub.com/cgi/reprint/33/1/113.pdf?ijkey=BUdFxBzSBBvdITV&keytype=finite
Rowe, Victoria (2012) Young children’s thinking in music. In Sue Robson: Developing Thinking and understanding in young children: an introduction for students (2nd Edition). Abingdon, UK and New York: Routledge.
Rowe, Victoria Claire (2009) 'Using video-stimulated recall as a basis for interviews: some experiences from the field', Music Education Research, 11: 4, 425 — 437