Dr Kim Burwell

School of the Arts & Media


+61 2 9385 7675
+61 2 9385 6812
Room 311S, Level 3, Robert Webster
Kensington Campus
Fields: Music, Music Performance
Tags: Higher education, Early childhood education


Kim Burwell is a pianist and teacher, whose research is focused on areas related to musical performance.  After completing her first degree in Australia, she studied piano with Ronald Smith in England, 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 first 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 papers investigating teaching and student behaviour in instrumental lessons, and student approaches to individual practice, in the International Journal of Music Education, British Journal of Music Education, Music Education Research, and Scientia Paedagogica Experimentalis.



    • Burwell K, 2012, Studio-based instrumental learning

    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, 2018, 'Issues of dissonance in advanced studio lessons', Research Studies in Music Education, http://dx.doi.org/10.1177/1321103X18771797
    • Burwell K;Carey G;Bennett D, 2017, 'Isolation in studio music teaching: The secret garden', Arts and Humanities in Higher Education, pp. 1 - 23, http://dx.doi.org/10.1177/1474022217736581
    • 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, http://dx.doi.org/10.1017/S0265051716000474
    • 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, http://dx.doi.org/10.1177/0255761415574124
    • Burwell K, 2015, '"she did miracles for me": An investigation of dissonant studio practices in higher education music', Psychology of Music, vol. 44, pp. 466 - 480, http://dx.doi.org/10.1177/0305735615576263
    • Burwell K, 2013, 'Apprenticeship in music: A contextual study for instrumental teaching and learning', International Journal of Music Education, vol. 31, pp. 276 - 291, http://dx.doi.org/10.1177/0255761411434501
    • Burwell K;Shipton M, 2013, 'Strategic approaches to practice: An action research project', British Journal of Music Education, vol. 30, pp. 329 - 345, http://dx.doi.org/10.1017/S0265051713000132
    • 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, http://dx.doi.org/10.1080/14613808.2011.603041
    • 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, http://dx.doi.org/10.1080/14613800600957479
    • 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, http://dx.doi.org/10.1017/S0265051705006601
    • 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, http://dx.doi.org/10.1080/1461380032000085522