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Prof Lucy Green
UCL Institute of Education, University College London
20 Bedford Way
London
WC1H 0AL
Appointment
  • Emeritus Professor
  • IOE - Culture, Communication & Media
  • UCL Institute of Education
Biography

Lucy’s research interests are in the sociology of music education, specializing in informal learning and the development of new pedagogies, as well as issues around musical meaning, ideology, gender, popular music, inclusion and equality. She has lectured and presented keynotes in countries around the world, and serves on the Editorial Boards of many journals, including Music Education Research, Radical Musicology, Popular Music, the British Journal of Music Education, the Journal of World Popular Music, and Research Studies in Music Education. She led the research and development project "Informal Learning in the Music Classroom" within the British movement "Musical Futures", and this work is now being implemented in schools across the UK and in Australia, Canada, Singapore, and parts of the USA, Brazil, Thailand, Cyprus and other countries. Subsequently she took that work forward into instrumental tuition. Her more recent research, with Dr. David Baker, investigates the lives and learning of blind and partially sighted musicians. Her sole authored books are: Music on Deaf Ears: Musical Meaning, Ideology and Education (1988/2008); Music, Gender, Education (1997) (also in Spanish as Musica, Género y Educación); How Popular Musicians Learn: A Way Ahead For Music Education (2001/02); Music, Informal Learning and the School: A New Classroom Pedagogy (2008); and Hear, Listen, Play! How to Free Your Students' Aural, Improvisation and Performance Skills (2014) (also in Greek as ΆΚΟΥΣΕ ΚΑΙ ΠΑΙΞΕ!). Her edited book, Learning, Teaching and Musical Identities: Voices Across Cultures came out in 2011, and a collection of her writings, Music Education as Critical Theory and Practice: Selected Essays, in 2014. Her latest book, co-authored with David Baker, is Insights in Sound: Visually Impaired Musicians’ Lives and Learning (Routledge: Taylor and Francis).

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