Margaret S. Barrett is Professor and Head of the School of Music at The University of Queensland. Her research interests include the investigation of the role of music and the arts in human thought and activity, creativity and the pedagogy of creative thought and activity, aesthetic decision-making, young children's musical thinking and identity work in and through music, and, the meaning and value of the arts for young people. This research has been funded through grants from the Australian Research Council, the Australia Council for the Arts, and the British Academy, and has been published in the key journals and monographs of the discipline. Recent publications include Narrative inquiry in music education: troubling certainty (Springer 2009, with Sandra Stauffer).

• 1. Towards a cultural psychology of music education ; 2. Children's learning of music and dance in Bali: An ethnomusicological view of the cultural psychology of music ; 3. Meaning making through musical play: Cultural psychology of the playground ; 4. Musical enculturation: Sociocultural influences and meanings of children's experiences in and through music ; 5. When the music is theirs: Scaffolding young songwriters ; 6. Making music or playing instruments: Secondary students' use of cultural tools in aural and notation-based instrumental learning and teaching ; 7. A century of music listening in schools: Toward practices resonating with cultural psychology? ; 8. Learning in and through music performance: Understanding cultural diversity via inquiry and dialogue ; 9. Culture, musicality and musical expertise ; 10. Culture and gender in a cathedral music context: An activity theory exploration ; 11. On being and becoming a cathedral chorister: A cultural psychology account of the acquisition of early musical expertise

Margaret S. Barrett is Professor and Head of the School of Music at The University of Queensland. Her research interests include the investigation of the role of music and the arts in human thought and activity, creativity and the pedagogy of creative thought and activity, aesthetic decision-making, young children's musical thinking and identity work in and through music, and, the meaning and value of the arts for young people. This research has been funded through grants from the Australian Research Council, the Australia Council for the Arts, and the British Academy, and has been published in the key journals and monographs of the discipline. Recent publications include Narrative inquiry in music education: troubling certainty (Springer 2009, with Sandra Stauffer).

• 1. Towards a cultural psychology of music education ; 2. Children's learning of music and dance in Bali: An ethnomusicological view of the cultural psychology of music ; 3. Meaning making through musical play: Cultural psychology of the playground ; 4. Musical enculturation: Sociocultural influences and meanings of children's experiences in and through music ; 5. When the music is theirs: Scaffolding young songwriters ; 6. Making music or playing instruments: Secondary students' use of cultural tools in aural and notation-based instrumental learning and teaching ; 7. A century of music listening in schools: Toward practices resonating with cultural psychology? ; 8. Learning in and through music performance: Understanding cultural diversity via inquiry and dialogue ; 9. Culture, musicality and musical expertise ; 10. Culture and gender in a cathedral music context: An activity theory exploration ; 11. On being and becoming a cathedral chorister: A cultural psychology account of the acquisition of early musical expertise

Margaret S. Barrett is Professor and Head of the School of Music at The University of Queensland. Her research interests include the investigation of the role of music and the arts in human thought and activity, creativity and the pedagogy of creative thought and activity, aesthetic decision-making, young children's musical thinking and identity work in and through music, and, the meaning and value of the arts for young people. This research has been funded through grants from the Australian Research Council, the Australia Council for the Arts, and the British Academy, and has been published in the key journals and monographs of the discipline. Recent publications include Narrative inquiry in music education: troubling certainty (Springer 2009, with Sandra Stauffer).

• 1. Towards a cultural psychology of music education ; 2. Children's learning of music and dance in Bali: An ethnomusicological view of the cultural psychology of music ; 3. Meaning making through musical play: Cultural psychology of the playground ; 4. Musical enculturation: Sociocultural influences and meanings of children's experiences in and through music ; 5. When the music is theirs: Scaffolding young songwriters ; 6. Making music or playing instruments: Secondary students' use of cultural tools in aural and notation-based instrumental learning and teaching ; 7. A century of music listening in schools: Toward practices resonating with cultural psychology? ; 8. Learning in and through music performance: Understanding cultural diversity via inquiry and dialogue ; 9. Culture, musicality and musical expertise ; 10. Culture and gender in a cathedral music context: An activity theory exploration ; 11. On being and becoming a cathedral chorister: A cultural psychology account of the acquisition of early musical expertise