Kim Burwell

BMus Stream Convenor for Music Pedagogy
Senior Lecturer

Kim Burwell is a pianist and teacher, whose research is focused on areas related to musical performance and studio teaching.  After completing her first degree in Australia, she studied piano with Ronald Smith in the U.K., where she performed particularly as an accompanist and chamber musician, and where she lectured at Canterbury Christ Church University.  With further degrees in composition and performance, she completed her PhD with a thesis investigating instrumental teaching and learning in Higher Education.

Her monograph, Studio-based instrumental learning, was published in 2012 by Ashgate, as part of the Psychology of Music series sponsored by the Society for Education and Music Psychology Research (SEMPRE).  She has also published research studies investigating teaching and student behaviour in instrumental lessons, and student approaches to individual practice.

Subject areas


Burwell K, 2016, Studio-based instrumental learning,
Burwell K, 2012, Studio-based instrumental learning, Ashgate, Farnham
Book Chapters
Burwell K; Young V; Pickup D, 2004, 'The dynamics of the instrumental tutorial.', in Hunter D (ed.), How am I doing? Valuing and rewarding learning in musical performance in higher education, edn. 1, University of Ulster, Ulster, pp. 22 - 33
Journal articles
Burwell K, 2019, 'Issues of dissonance in advanced studio lessons', Research Studies in Music Education, vol. 41, pp. 3 - 17,
Burwell K; Carey G; Bennett D, 2019, 'Isolation in studio music teaching: The secret garden', Arts and Humanities in Higher Education, vol. 18, pp. 372 - 394,
Burwell K, 2018, 'Coaching and feedback in the exercise periods of advanced studio voice lessons', Orfeu, vol. 3, pp. 11 - 35,
Burwell K, 2017, 'Feeling and thinking about studio practices: Exploring dissonance in semi-structured interviews with students in higher education music', British Journal of Music Education, vol. 34, pp. 189 - 202,
Burwell K, 2016, '“She did miracles for me”: An investigation of dissonant studio practices in higher education music', Psychology of Music, vol. 44, pp. 466 - 480,
Burwell K, 2016, 'Dissonance in the studio: An exploration of tensions within the apprenticeship setting in higher education music', International Journal of Music Education, vol. 34, pp. 499 - 512,
Burwell K, 2013, 'Apprenticeship in music: a contextual study for instrumental teaching and learning', International Journal of Music Education, vol. 31, pp. 276 - 291,
Burwell K; Shipton M, 2013, 'Strategic approaches to practice: an action research project', British Journal of Music Education, vol. 30, pp. 329 - 345,
Burwell K, 2012, 'Rich transcription. Exploring lesson interactions in higher education music.', Scientia paedagogica experimentalis, vol. 47, pp. 305 - 331
Burwell K; Shipton M, 2011, 'Performance studies in practice: an investigation of students' approaches to practice in a university music department.', Music Education Research, vol. 13, pp. 255 - 271,
Burwell K, 2006, 'On musicians and singers. An investigation of different approaches taken by vocal and instrumental teachers in higher education.', Music Education Research, vol. 8, pp. 331 - 347,
Burwell K, 2005, 'A degree of independence: teachers’ approaches to instrumental tuition in a university college.', British Journal of Music Education, vol. 22, pp. 199 - 215,
Young V; Burwell K; Pickup D, 2003, 'Areas of study and teaching strategies in instrumental teaching. A case study research project.', Music Education Research, vol. 5, pp. 139 - 155,