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Dr Jennie Henley

Jennie’s research focus is on inclusion, diversity, and widening participation in music making. Her body of work includes research studies exploring the relationship between pedagogy and inclusion and unpicking the ways that diverse people engage in music making. Her scholarship is applied to policy and practice through teacher education and curriculum design work.

She was Principle Investigator on the AHRC funded MUSOC project – exploring the concepts of excellence and inclusion as they pertain to music and social projects, she is Co-Investigator on the JMI Ethno project, funded by Margaret A. Cargill Philanthropies, exploring the ways that young musicians’ musical experiences are diversified through engagement with folk music, and she has worked on projects funded by Cormenius, Arts Council England, and the Department for Education investigating ways to increase engagement in music making. She is working with the International Society for Music Education (ISME) to develop an Early Career Researcher engagement programme with a focus on accessibility for researchers from under-represented countries.

Her knowledge exchange activities include providing professional development training for in-service teachers (INSET), consultancy work for education providers and music charities, and she is a curriculum design specialist. She has written national curricula, learning outcomes, and teaching guides for a variety of different countries including Malta, Kazakhstan, Egypt, Albania as well as within the UK and for international schools across the world. This work has enabled her to apply her research to policy and practice, influencing the musical education of children across the world.

Selected publications

Henley J (forthcoming), Music, emotion and learning, in P Gouk, J Kennaway, J Prins & W Thomählen (eds.), The Routledge Companion to Music, Mind and Wellbeing: Historical and Scientific Perspectives, Routledge [ISBN 9781138057760].

Cohen M & Henley J (2017), Music-making behind bars: the many dimensions of community music in prisons, in B Bartlet & L Higgins (eds.), The Oxford Handbook of Community Music, (153-176), Oxford University Press [ISBN 9780190219505].

Henley J (2017), The musical lives of self-confessed non-musicians, in R. Mantie & G Dylan-Smith (eds.), The Oxford Handbook of Music Making and Leisure (pp. 203-222), Oxford University Press [ISBN 9780190244705].

Henley J (2016), How musical are generalist primary student teachers? Music Education Research, 19 (4), 470-484 [DOI].

Henley J (2015), Music: naturally inclusive, potentially exclusive? In J M Deppeler, T Loreman, R A L Smith & L Florian (eds.) Inclusive Pedagogy Across the Curriculum (International Perspectives on Inclusive Education vol. 7) (pp. 161-186), Emerald Publishing [DOI].

Henley J (2015), Prisons and primary schools: using CHAT to analyse the relationship between developing identity, developing musicianship and transformative processes, British Journal of Music Education, 32(2), 123-141 [DOI].

Henley J (2014), Musical learning and desistance from crime: the case of a "Good Vibrations" Javanese gamelan project with young offenders, Music Education Research, 17(1), 103-120 [DOI].

Henley J, Caulfield L, Wilson D & Wilkinson D (2012), Good Vibrations: positive change through social music-making, Music Education Research, 14(4), 499-520 [DOI].

Faculties / departments: Research

Research

Research areas

Education

Music Education

 

Research projects

MUSOC

 

Research students

Khalid Al Jabri

David Barton

Wei-Lin Huang

 

Latest Publications

Henley, J. (2018) Music, emotion and learning. In: The Routledge Companion to Music, Mind, and Wellbeing. Routledge Music Companions . Routledge, Abingdon, pp. 277-290. ISBN 9781138057760

Henley, J. (2018) Who is qualified to teach music? A provocation given in response to a symposium on music education and avocational music making. Royal College of Music. (Unpublished)

Henley, J. (2018) A challenge to assumptions of the transformative power of music. Royal College of Music. (Unpublished)

Cohen, M. L. and Henley, J. (2018) Music-making behind bars: the many dimensions of community music in prisons. In: The Oxford Handbook of Community Music. Oxford University Press, Oxford, pp. 153-176. ISBN 9780190219505

Gooderson, M. C. and Henley, J. (2017) Professional song-writing: creativity, collaboration, and tensions between higher education song-writing and industry practice. In: Routledge Research Companion to Popular Music Education. Routledge, Abingdon, pp. 257-271. ISBN 9781472464989

Henley, J. (2017) The musical lives of self-confessed non-musicians. In: The Oxford Handbook of Music Making and Leisure. Oxford University Press, Oxford, pp. 203-222. ISBN 9780190244705

Henley, J. (2016) Young offenders. In: The Routledge Companion to Music, Technology, and Education. Routledge, Farnham, pp. 192-207. ISBN 9781138921382

Henley, J. (2016) How musical are primary generalist student teachers? Music Education Research, 19 (4). pp. 470-484. ISSN 1461-3808 (print) 1469-9893 (online)

Henley, J. (2015) Prisons and primary schools: using CHAT to analyse the relationship between developing identity, developing musicianship and transformative processes. British Journal of Music Education, 32 (2). pp. 123-141. ISSN 0265-0517 (print), 1469-2104 (online)

Henley, J. and Hilton, C. (2015) EYFS: the amazing Alice the camel, KS1: surround sound, KS2: chocoholics. [Teaching Resource]

Henley, J. and Hilton, C. and Newell, R. and Wakeling, K. (2015) 'Alice and her mathematical musical humps!' and 'High score!'. [Teaching Resource]

Hilton, C. and Saunders, J. and Henley, J. and Henriksson-Macaulay, L. and Welch, G. F. (2015) European Music Portfolio (EMP)–Maths: sounding ways into mathematics: a review of literature. UCL Institute of Education, London.

Henley, J. (2014) Musical learning and desistance from crime: the case of a “Good Vibrations” Javanese gamelan project with young offenders. Music Education Research, 17 (1). pp. 103-120. ISSN 1461-3808 (print) 1469-9893 (online)

Welch, G. F. and Henley, J. (2014) Addressing the challenges of teaching music by generalist primary school teachers. Revista da ABEM, 22 (32). pp. 12-38. ISSN 1518-2630 (print), 2358-033X (online)

Henley, J. and Cohen, M. L. and Mota, G. (2013) Musical development and positive identity change within criminal justice settings. In: Rethinking Education: Empowering individuals with the appropriate educational tools, skills and competencies, for their active cultural, political and economic participation in society in Europe and beyond. ACP, Brussels, pp. 129-149. ISBN 978-90-90-28437-8

Henley, J. and Caulfield, L. and Wilkinson, D. and Wilson, D. (2012) Good Vibrations: positive change through social music-making. Music Education Research, 14 (4). pp. 499-520. ISSN 1461-3808 (print) 1469-9893 (online)

Fautley, M. and Coll, H. and Henley, J. (2011) Report into the Wider Opportunities continuing professional development programme provided by Trinity Guildhall and The Open University. Birmingham City University, Birmingham.

Hoskyns, J. and Henley, J. (2010) Banded About, Birmingham – evaluation. Birmingham City University, Birmingham.

Henley, J. (2010) Learning gamelan: a teacher’s experience. National Association of Music Educators Magazine (30). pp. 7-10.

Henley, J. (2008) Learn As You Play; Gloucestershire’s ensembles from scratch. National Association of Music Educators Magazine. pp. 31-35.

Contact

For enquires please contact:

Dr Jennie Henley

Area Leader in Music Education

research@rcm.ac.uk

jennie.henley@rcm.ac.uk