The development of young musicians' performance expression
Henrique Meissner is a researcher in the field of Music Psychology in Education with a special interest in young musicians’ learning and development. She is an Honorary Research Fellow at the University of Sheffield and tutor at the Prins Claus Conservatorium in Groningen, coaching postgraduate students undertaking practice-based research. Her research interests are related to instrumental learning and teaching, creativity and expressivity in music performance and young musicians’ development. Henrique is working on several publications, including co-editing a book that explores the implications of recent music psychological findings for music education.
It is my aim to investigate how the interaction between tutor and pupil affects the creativity in and expressiveness of young musicians’ (aged 8 – 16 years old) music performance.
• Meissner, H. (in preparation). Children’s views on their learning of performance expression in an action research project. In A. Houmann, & E. Saether (Eds.), Make Music Matter - Music Education meeting the needs of young learners. Helbling in association with the European Association for Music in Schools (EAS).
• Meissner, H., & Timmers, R. (2020). Young musicians’ learning of expressive performance: The importance of dialogic teaching and modeling. Frontiers in Education, 5:11. doi: 10.3389/feduc.2020.00011
• Meissner, H., Timmers, T, & Pitts, S. E. (2019). ‘Just notes’: Young musicians’ views on learning expressive performance. Research Studies in Music Education. doi: 10.1177/1321103X19899171
• Meissner, H., & Timmers, R. (2019). Teaching young musicians expressive performance: An experimental study. Music Education Research, 21(1), 20-39.
• Meissner, H. (2018). Teaching young musicians expressive performance: A mixed methods study. Doctoral Thesis, The University of Sheffield.
• Meissner, H. (2017). Instrumental teachers’ instructional strategies for facilitating children’s learning of expressive music performance: An exploratory study. International Journal of Music Education, 35(1), 118-135.