Margaret Barrett

Chercheuse invitée du programme DEA
Séjour du 28 octobre au 29 novembre 2019

Margaret Barrett est professeure de musique et directrice fondatrice du Creative Collaboratorium de l'Université du Queensland, à Brisbane, en Australie. Elle a été chef de la faculté de musique à l'UQ (2008-2018), présidente de la Société internationale pour l'éducation musicale (2012-2014), présidente de l'Alliance mondiale pour l'éducation artistique (2013-2015) et présidente du conseil de l'Asie - Symposium pacifique pour la recherche en éducation musicale (2009 - 2011). Ses bourses récentes comprennent une bourse de recherche senior Fulbright (2018), un chercheur invité Beaufort au St Johns College de Cambridge (2019) et l'Excellence in HDR Supervision (2016).

Le projet

Titre : La pédagogie de la créativité dans la composition musicale de l'art australien : analyse historique des contributions de Nadia Boulanger

Mots-clés : pédagogies de la créativité, de la collaboration créative et de l'expertise en musique ; apprentissage précoce et développement de la musique ; patrimoine immatériel des cultures musicales des enfants

Sélection de publications

Collections et monographies éditées

  • Barrett, M.S. (Ed.) (2014). Collaborative creative thought and practice in music. Surrey, England: Ashgate Publishing limited.
  • Barrett, M. S., & Stauffer, S. L. (Eds.). (2012), Narrative soundings: An anthology of narrative inquiry in music education. Dordrecht, the Netherlands: Springer.
  • Barrett, M. S. (Ed). (2011). A cultural psychology for music education. Oxford, UK: Oxford University Press.
  • Barrett, M. S., & Stauffer, S. (Eds.). (2009). Narrative inquiry in music education: Troubling certainty. Dordrecht, the Netherlands: Springer.
  • Ballantyne, J., Harrison, S., Barrett, M.S., & Temmerman, N. (2009). Bridging gaps in music teacher education: Developing exemplary practice models using peer collaboration. Adelaide, SA, Australia: Australian Learning and Teaching Council.
  • Barrett, M. S. (1996). Learning centres in music education. (Video and Book). Launceston, Australia: Uniprint.

Actes de conférence édités

  • Barrett, M. S., McPherson, G. E., & Smith, R. (1999). Music and the child: Developmental perspectives. Launceston, Australia. Uniprint. (Proceedings of the 2nd Asia-Pacific Symposium on Music Education Research)
  • Lee, H., & Barrett, M. S. (Eds.). (1995). Honing the craft: Promoting quality in music education. Hobart, Australia: Artemis Publishing Consultants.

Section editor (International Handbooks)

  • Barrett, M. S. (2012). Early childhood. In G. E. McPherson & G. F. Welch (Eds.), Oxford handbook of music education. Oxford, UK: Oxford University Press.
  • Barrett, M. S. (2007). Appreciation. In L. Bresler (Ed.), International handbook of research in arts education Dordrecht, the Netherlands: Springer.

Chapitres de collections éditées

  • Barrett, M.S. (2018 in press). Pedagogies of creativity: From novice to expert. In N. Donin (Ed), Oxford Handbook of the creative process. Oxford: Oxford University Press.
  • Barrett, M.S. & Stauffer, S.L. (2019). Resonant work: Metaphor and narrative in music, learning, and life. In M. Hanne & A. Kael (Eds), Look both ways: Narrative and metaphor in education (pps 76-90). New York: Routledge.
  • Barrett, M.S. (2019 in press). Playing in and through the musical worlds of children. In S. Alcock & N. Stobbs (Eds), Re-thinking play as pedagogy. New York: Routledge.
  • Barrett, M.S. (2019 in press). Singing and invented song-making in infants and young children’s early learning and development: from shared to independent song-making. In G. F. Welch, D. M. Howard & J. Nix (Eds). The Oxford handbook of singing. Oxford: Oxford University Press.
  • Barrett, M.S., & Westerlund, H. (2017). Practices of music education and learning across the lifespan: An exploration of values and purposes. In G. Barton & M. Baguley (Eds.) The Palgrave handbook of global arts education (pps 75 – 89).  UK: Palgrave Macmillan.
  • Barrett, M.S. (2017). From small stories: Laying the foundations for narrative identities in and through music. In R. MacDonald, D. Hargreaves, & D. Miell (Eds). Oxford handbook of musical identities. Oxford: Oxford University Press.
  • Barrett, M.S. (2017). Policy and the lives of school-aged children. In P. Schmidt & R. Colwell (Eds.), Policy and the political life of music education. New York: Oxford University Press.
  • Abad, V & Barrett, M.S. (2016). Families and Music Early Learning Programs: Boppin’ Babies. In S.L. Jacobsen & G. Thompson (Eds.), Music therapy with families: Therapeutic approaches and theoretical perspectives (pps. 135 – 151). London: Jessica Kingsley Publishers.
  • Ballantyne, J., Canham, N. & Barrett, M.S. (2016). Facilitating dissonance: Implications for social justice in music teacher education. In L. Delorenzo (Ed.), Giving voice to democracy in music education:  Diversity and social justice in the classroom (pps. 236 – 251). New York: Routledge
  • Barrett, M.S. (2014). Collaborative creative thought and practice in music: Troubling the creative imaginary. In M.S. Barrett (Ed.), Collaborative creative thought and practice in music (pp. 3 – 16). Surrey, England: Ashgate Publishing limited.
  • Barrett, M.S., Ford, A., Murphy, P., Pollett, P. Sellars, E. & Viney, L. (2014). The scattering of light: Shared insights into the collaborative and creative processes that underpin the development and performance of a commissioned work. In M.S. Barrett (Ed.), Collaborative creative thought and practice in music (pp. 17 – 31). Surrey, England: Ashgate Publishing limited.
  • Love, K. & Barrett, M.S. (2014). Learning to collaborate in code: Negotiating the score in a Symphony Orcehstra Composers’ School. In M.S. Barrett (Ed.), Collaborative creative thought and practice in music (pp. 49 – 64). Surrey, England: Ashgate Publishing limited.
  • Barrett, M. S., & Tafuri, J. (2012). Creative meaning-making in infants’ and young children’s musical cultures. In G. E. McPherson & G. F. Welch (Eds.), Oxford handbook of music education (pp. 296–313). Oxford, UK: Oxford University Press.
  • Barrett, M. S. (2012). Troubling the creative imaginary: Some possibilities of ecological thinking for music and learning. In D. J. Hargreaves, D. Miell, & R. A. R. MacDonald (Eds.), Musical imaginations: Multidisciplinary perspectives on creativity, performance, and perception (pp. 206–219). Oxford, UK: Oxford University Press.
  • Barrett, M. S. (2012). Music learning and education in early childhood: An overview. In G. E. McPherson & G. F. Welch (Eds.), Oxford handbook of music education (pp. 227-228). Oxford, UK: Oxford University Press.
  • Barrett, M. S. (2012). Mutuality, belonging and meaning-making: Pathways to developing young boys’ competence and creativity in singing and song-making. In S. Harrison, G. F. Welch, & A. Adler (Eds.), Perspectives on males and singing (pp. 167–187). Dordrecht, the Netherlands: Springer.
  • Barrett, M. S. (2012). Preparing the mind for musical creativity: Early music learning and engagement. In O. Odena (Ed.), Musical creativity: Insights from music education research (pp. 51–71). Farnham, UK: Ashgate.
  • Barrett, M. S., & Stauffer, S. L. (2012). Narrative lessons: An interlude. In M. S. Barrett & S. L. Stauffer (Eds.), Narrative soundings: An anthology of narrative inquiry in music education (p. 129). Dordrecht, the Netherlands: Springer.
  • Barrett, M. S., & Stauffer, S. L. (2012). Lives in music and musical practices: A prelude. In M. S. Barrett & S. L. Stauffer (Eds.), Narrative soundings: An anthology of narrative inquiry in music education (pp. 21–22). Dordrecht, the Netherlands: Springer.
  • Barrett, M. S., & Stauffer, S. L. (2012). Being and becoming a teacher: A prelude. In M. S. Barrett & S. L. Stauffer (Eds.), Narrative soundings: An anthology of narrative inquiry in music education (pp. 159–160). Dordrecht, the Netherlands: Springer.
  • Barrett, M. S., & Stauffer, S. L. (2012). Resonant work: Towards an ethic of narrative research. In M. S. Barrett & S. L. Stauffer (Eds.), Narrative soundings: An anthology of narrative inquiry in music education (pp. 1–15). Dordrecht, the Netherlands: Springer.
  • Barrett, M. S., & Stauffer, S. L. (2012). Singular stories and master narratives: A prelude. In M. S. Barrett & S. L. Stauffer (Eds.), Narrative soundings: An anthology of narrative inquiry in music education (p. 97). Dordrecht, the Netherlands: Springer.
  • Barrett, M. S., & Stauffer, S. L. (2012). Stories of selves: A prelude. In M. S. Barrett & S. L. Stauffer (Eds.), Narrative soundings: An anthology of narrative inquiry in music education (pp. 223–234). Dordrecht, the Netherlands: Springer.
  • Barrett, M. S., & Stauffer, S. L. (2012). Troubling persistent questions: A prelude. In M. S. Barrett & S. L. Stauffer (Eds.), Narrative soundings: An anthology of narrative inquiry in music education (pp. 289–290). Dordrecht, the Netherlands: Springer.
  • Barrett, M. S. (2011). Belonging, being and becoming musical: An introduction to children’s musical worlds. In S. Wright (Ed.), Children, meaning-making and the arts (pp. 57–84). Frenchs Forest, Australia: Pearson Australia.
  • Barrett, M. S. (2011). On being and becoming a cathedral chorister: A cultural psychology account of the acquisition of early expertise. In M. S. Barrett (Ed.), A cultural psychology of music education (pp. 259–288). Oxford, UK: Oxford University Press.
  • Barrett, M. S. (2011). Towards a cultural psychology of music education. In M. S. Barrett (Ed.), A cultural psychology of music education (pp. 1–16). Oxford, UK: Oxford University Press.
  • Barrett, M. S., & Stauffer, S. L. (2009). Introduction. In M. S. Barrett & S. L. Stauffer (Eds.), Narrative inquiry in music education: Troubling certainty (pp. 1–4). Dordrecht, the Netherlands: Springer.
  • Barrett, M. S., & Stauffer, S. L. (2009). Narrative inquiry: From story to method. In M. S. Barrett & S. L. Stauffer (Eds.), Narrative inquiry in music education: Troubling certainty (pp. 7–17). Dordrecht, the Netherlands: Springer.
  • Stauffer, S. L., & Barrett, M. S. (2009). Narrative inquiry in music education: Toward resonant work. In M. S. Barrett & S. L. Stauffer (Eds.), Narrative inquiry in music education: Troubling certainty (pp. 19–29). Dordrecht, the Netherlands: Springer.
  • Barrett, M. S., & Stauffer, S. L. (2009). Prelude: Framing and re-framing the narrative possibilities for music education. In M. S. Barrett & S. L. Stauffer (Eds.), Narrative inquiry in music education: Troubling certainty (pp. 33– 34). Dordrecht, the Netherlands: Springer.
  • Stauffer, S. L., & Barrett, M. S. (2009). Postlude. In M. S. Barrett & S. L. Stauffer (Eds.), Narrative inquiry in music education: Troubling certainty (pp. 223–224). Dordrecht, the Netherlands: Springer.
  • Barrett, M. S. (2007). Music appreciation: Exploring the similarity and difference. In L. Bresler (Ed.), International handbook of research in arts education (pp. 605–619). Dordrecht, the Netherlands: Springer.
  • Barrett, M. S. (2007). Prelude: Locating the heart of experience. In L. Bresler (Ed.), International handbook of research in arts education (pp. 565–568). Dordrecht, the Netherlands: Springer.
  • Welch, G. F., & Barrett, M. S. (2007). Music curriculum. In R. S. New & M. Cochran (Eds.), Early childhood education: An international encyclopedia, A–D (Vol. 1, pp. 198–201). Westport, CT: Praeger.
  • Barrett, M. S. (2006). Aesthetic response. In G. E. McPherson (Ed.), The child as musician: A handbook of musical development (pp. 173–192). Oxford, UK: Oxford University Press.
  • Barrett, M. S. (2005). Musical communication and children’s communities of musical practice. In D. Miell, R. MacDonald, & D. Hargreaves (Eds.), Musical communication (pp. 261–280). Oxford, UK: Oxford University Press.
  • Barrett, M. S. (2005). Representation, cognition, and musical communication: Invented notation in children’s musical communication. In D. Miell, R. MacDonald, & D. Hargreaves (Eds.), Musical communication (pp. 117–142). Oxford, UK: Oxford University Press.
  • Barrett, M. S. (2005). Children’s communities of musical practice: Some socio-cultural implications of a systems view of creativity in music education. In D. J. Elliott (Ed.), Praxial music education: Reflections and dialogues (pp. 177–195). New York, NY: Oxford University Press.
  • Barrett, M. S. (2003). Musical children, musical lives, musical worlds. In S. Wright (Ed.), Children, meaning-making and the arts (pp. 63–89). Frenchs Forest, Australia: Pearson Education.
  • Barrett, M. S. (2003). Freedoms and constraints: Constructing musical worlds through the dialogue of composition. In M. Hickey (Ed.), Why and how to teach music composition in the schools: A new horizon for music education (pp. 3–30). Reston, VA: MENC.

Barrett, M. S. (1999). Music education and the life beyond school: A case for music literacy. In S. Leong & G. Nierman (Eds.), Music education at the edge: Needs, identity and advocacy (pp. 1–5). Stord, Norway: Stord University Press.

  • Barrett, M. S. (1998). Researching children’s compositional processes and products: Connections to music education practice? In B. Sundin, G. E. McPherson, & G. Folkestad (Eds.), Children composing: Research in music education (pp. 10–34). Malmo: Lund University Press.
  • Barrett, M. S. (1998). I hear what you mean: Music literacy in the information technology age. In J. Livermore (Ed.), More than words can say (pp. 33–42). Canberra, Australia: Australian Centre for Arts Education.
  • Barrett, M. S. (1998). Children composing: A view of aesthetic decision-making. In B. Sundin, G. E. McPherson, & G. Folkestad (Eds.), Children composing: Research in music education (pp. 57–81). Malmo, Sweden: Lund University Press.
  • Barrett, M. S. (1998). The analysis of children’s composition: Searching for method? In E. Choi (Ed.), Searching for a new paradigm of music education research: An international perspective. Seoul, Korea: Korean Music Education Society.
  • Barrett, M. S. (1996). Music education and the natural learning model. In G. Spruce (Ed.), Teaching music (pp. 63–73). London, UK: Routledge. (Re-published article IJME.)

Articles in refereed journals

  • Barrett, M.S., Zhukov, K. Brown, J. & Welch, G.F. (2018).  Evaluating the impact of a generalist-led music program on early childhood school children’s singing skills and attitudes to music. Psychology of Music. (First online August 10, 2018).
  • Love, K. & Barrett, M.S. (2018). Signature pedagogies for musical practice: a case study of creativity development in an Orchestral Composers’ Workshop. Psychology of Music. (First online April 24, 2018).
  • Barrett, M.S., Flynn, L. & Welch, G.F. (2018). Music value and participation: An Australian case study of music provision and support in early childhood education. Research Studies in Music Education. (First online June 19, 2018).
  • Barrett, M.S. (2016). Attending to “culture in the small”: a narrative analysis of the role of play, thought, and music in young children’s world-making. Research Studies in Music Education, 38 (1) 41 – 54.
  • Love, K & Barrett, M.S. (2016). A case-study of teaching and learning strategies in an orchestral composition masterclass. Psychology of Music, 44(4), 830 – 846.
  • Barrett, M.S. & Bond, N. (2015). Connecting through music: The contribution of a music programme to fostering positive youth development. Research Studies in Music Education, 37 (1), 37 – 54.
  • Osborne, M., McPherson, G.E., Faulkner, R., Davidson, J.W., & Barrett, M.S. (2015). Exploring the academic and psychosocial impact of El Sistema-inspired music programs within two low socio-economic schools. Music education Research, 18 (2), 156 – 175.
  • McPherson, G.E., Osborne, M., Barrett, M.S., Davidson, J.W., & Faulkner, R. (2015). Motivation to study music in Australian Schools: The impact of music learning, gender, and socio-economic status. Research Studies in Music Education, 37 (2), 141 – 160.
  • Williams, K.E., Barrett, M.S., Welch, G.F., Abad, V., & Broughton, M. (2015).  Associations between early shared music activities in the home and later child outcomes: Findings from the Longitudinal study of Australian children. Early Childhood Research Quarterly, 31, 113 – 124.
  • Rickert, D., Barrett, M.S. & Ackermann, B.J. (2015 on-line first). Are music students fit to play? A comparative case-study of health awareness and injury attitudes amongst student and professional cellists. International Journal of Music Education. 33 (4), 426 – 441.
  • Rickert, D., Barrett, M.S. & Ackermann, B.J. (2014). Injury and the orchestral environment -  Part 111: The effects of pyscho-social factors on the experience of orchestral musicians undertaking rehabilitation. Medical Problems of Performing Artists Journal.  29 (3), 125 – 135.
  • Rickert, D., Barrett, M.S. & Ackermann, B.J. (2014). Injury and the orchestral environment -  Part 11: Organisational culture, behavioural norms, and attitudes to injury. Medical Problems of Performing Artists Journal. 29 (2), 94 – 101.
  • Rickert, D., Halaki, M., Ginn, K.A, Barrett, M.S. & Ackermann, B.J. (2013). The use of fine-wire EMG to investigate shoulder-muscle recruitment patterns during cello-bowing: The results of a pilot study. Journal of Electoromyography and Kiniseology. 23(6), 1261 – 1268.
  • Rickert, D., Barrett, M.S. & Ackermann, B.J. (2013). Injury and the orchestral environment -  Part 1: The role of work organisation and pyscho-social factors in injury risk. Medical Problems of Performing Artists Journal. 29 (4), 219 -229.
  • Rickert, D., Barrett, M., Halaki, M., Driscoll, T., & Ackermann, B. (2012). A Study of Right Shoulder Injury in Collegiate and Professional Orchestral Cellists: An Investigation Using Questionnaires and Physical Assessment Medical Problems of Performing Artists, 27(2) 65 - 75. 
  • Barrett, M. S., & Baker, J. S. (2012). Developing learning identities in and through music: A case study of the outcomes of a music programme in an Australian juvenile justice centre. International Journal of Music Education 30(3), 244 - 259.
  • Barrett, M. S., Everett, M., & Smigiel, H. M. (2012). Meaning, value and engagement in the arts: Findings from a participatory investigation of young Australian children’s perceptions of the arts. International Journal of Early Childhood, 44(2), 185–201.
  • Everett, M. C., & Barrett, M. S. (2012) “Guided tour”: A method for deepening the relational quality in narrative research. Qualitative Research Journal, 12(1), 32–46.
  • Barrett, M. S. (2011). Musical narratives: A study of a young child’s identity work in and through music-making. Psychology of Music, 39(4), 403–423.
  • Everett, M. C., & Barrett, M. S. (2011). Benefits visitors derive from sustained engagement with a single museum. Curator: The Museum Journal, 54(4), 431–446.
  • Barrett, M. S. (2009). Sounding lives in and through music: A narrative inquiry of the ‘everyday’ musical engagement of a young child. Journal of Early Childhood Research, 7(2), 115–134.
  • Barrett, M. S., Ballantyne, J., Harrison, S., & Temmerman, N. (2009). On building a community of practice: Reflective narratives of academic learning and growth. Reflective Practice, 10(4), 403–416.
  • Barrett, M. S., & Mills, J. (2009). The inter-reflexive possibilities of dual observations: An account from and through experience. International Journal of Qualitative Studies in Education, 22(4), 417–429.
  • Ballantyne, J., Barrett, M. S., Temmerman, N., Harrison, S., & Meissner, E. (2009). Music teachers OZ online: A new approach to school–university collaboration in teacher education. International Journal of Education and the Arts, 10(6), 1–20. Available from http://www.ijea.org/v10n6/index.html
  • Everett, M., & Barrett, M. S. (2009). Investigating sustained visitor/museum relationships: Employing narrative research in the field of museum visitor studies. Visitor Studies, 12(1), 2–15.
  • Langston, T. W., & Barrett, M. S. (2008). Capitalising on community music: A case study of the manifestation of social capital in a community choir. Research Studies in Music Education, 30(2), 118–138.
  • Barrett, M. S. (2007). “Surface and depth”: Generative tensions for a “Comprehensive” view of music education. Music Education Research International, 1(1). Available from http://meri.arts.usf.edu/011/MERI011p25-41.pdf
  • Barrett, M. S., & Smigiel, H. (2007). Children’s perspectives of participation in music youth arts setting: Meaning, value, and participation. Research Studies in Music Education, 28(1), 39–50.
  • Barrett, M. S., & Gromko, J. (2007). Provoking the muse: A case study of teaching and learning in composition. Psychology of Music, 35(2), 213–230.
  • Barrett, M. S. (2006). Inventing songs, inventing worlds: The “genesis” of creative thought and activity in young children’s lives. International Journal of Early Years Education, 14(3), 201–220.
  • Kilpatrick, S., Jones, T. A., & Barrett, M. S. (2006). Learning through research: A regional university and its community. Transformations, 2(2), 36–49.
  • McGill, M., & Barrett, M. S. (2006). What if rationalists wore sombreros? Some transformative possibilities for teacher education. The International Journal of Learning, 12(10), 237–242.
  • Barrett, M. S. (2006). Creative collaboration: An eminence study of teaching and learning in music composition. Psychology of Music, 34(2), 195–218.
  • Barrett, M. S. (2004/2005). Thinking about the representation of music: A case-study of invented notation. Bulletin of the Council for Research in Music Education, 161/162, 29–28.
  • Smigiel H., & Barrett, M. (2005). Young voices: New perspectives. NJ Drama Australia Journal, 29(2), 5–17.
  • Barrett, M. S. (2003). Meme engineers: Children as producers of musical culture. International Journal of Early Years Education, 11(3), 195–212.
  • Barrett, M. S., & Smigiel, H. (2003). Awakening the “sleeping giant”?: The arts in the lives of Australian families. International Journal of Education and the Arts, 4(4). Available from http://ijea.asu.edu/v4n4/
  • Barrett, M. S. (2003). Invented notations and mediated memory: A case-study of two children’s use of invented notations. Bulletin of the Council for Research in Music Education, 153/154, 55–62.
  • Barrett, M. S. (2002). Towards a “situated” view of the aesthetic in music education. Journal of Aesthetic Education, 36(3), 67–77.
  • Smigiel, H., & Barrett, M. S. (2001). Imaginative reflection: Towards a model for pre-service teacher learning in the arts. Journal of Research and Learning in Arts Education, 17(1), 37–60.
  • Barrett, M. S. (2001). Constructing a view of children’s meaning-making as notators: A case-study of a five-year-old’s descriptions and explanations of invented notations. Research Studies in Music Education, 16, 33–45.
  • Barrett, M. S. (2000/2001). Perception, description and reflection: Young children’s aesthetic decision-making as critics of their own and adult compositions. Bulletin of the Council for Research in Music Education, 147, 22–29.
  • Barrett, M. S. (2000). Windows, mirrors and reflections: A case study of adult constructions of children’s musical thinking. Bulletin of the Council for Research in Music Education, 145, 43–61.
  • Barrett, M. S. (2000). A historia de um elefante: Explorar os ‘O Que, Quando, Onde, Como, Quen e Porque’ da Criatividade. Revista: Music, Psicologia e Educacao, 2, 31–46.
  • Barrett, M. S. (1999). Modal dissonance: An analysis of children’s invented notations of known songs, original songs, and instrumental compositions. Bulletin of the Council for Research in Music Education, 141, 14–22.
  • Barrett, M. S. (1997). Invented notations: A view of young children’s musical thinking. Research Studies in Music Education, 8, 2–14.
  • Barrett, M. S. (1996). Children’s aesthetic decision-making: An analysis of children’s musical discourse as composers. International Journal of Music Education, 28, 37–62.
  • Barrett, M. S. (1994). Music education and the primary teacher: A solution. British Journal of Music Education, 11(3), 197–208.
  • Barrett, M. S. (1993). Music in the early childhood classroom: An expressive medium. Australian Journal of Early Childhood, 18(1), 23–28.
  • Barrett, M. S. (1993). Integrating music into the early childhood program. Australian Journal of Early Childhood, 18(1), 41–48.
  • Barrett, M. S. (1992). Music education and the ‘natural learning’ model. International Journal of Music Education, 20, 27–34.