Head of Music Education
BA, MA (Music Composition), PhD, MA (Music Therapy), FHEA
Having trained initially as a composer, John has gradually shifted into transdisciplinary research across the fields of music education, music therapy and the medical humanities. From 2009 to 2016, he was Senior Lecturer in Music at Coventry University and in 2011 qualified as a music therapist. In 2013, John founded the International Conference of Dalcroze Studies with a group of international colleagues and has since chaired its Scientific Committee. He joined the RNCM as Head of Music Education in January 2017.
John was Knowledge Exchange Fellow (2017-18) for Nordoff-Robbins Scotland and Senior Research Fellow, MASARA (Musical Arts in South Africa: Resources and Applications), North-West University, Potchefstroom, South Africa (2014-2018).
Current and Future Research
John’s research focuses on the relationships between music and movement, and how – as a resource – these can help people of all ages and abilities to learn, feel better and flourish.
A major recent project (2015-2019) has investigated spiritual experiences in music education and led to a series of five journal articles, co-authored with Dr Liesl van der Merwe (see below).
Current research includes:
- An oral history project working with the oldest surviving generation of graduates from the British Dalcroze training programmes, 1945-1960 (first output a conference paper in summer 2019).
- A book, co-edited with Professor Selma Odom (York University, Toronto) and Dr Johanna Laakkonen (University of Helsinki) on histories of Dalcroze practice.
- A book on the work of Dalcroze practitioner, craftswoman and pioneer music therapist Priscilla Barclay (1905-94). A Wellcome Trust Medical Humanities grant (2015-16) and a Gladstone Library Scholarship (2016) helped to develop this research in the initial stages, including archival work in the UK, USA and Switzerland.
Selective publication list
a. Books: single authored and edited
b. Book chapters
Van Der Merwe, L. & Habron, J. (2017) A conceptual model of spirituality in music education. in J. Boyce-Tillman (ed) Spirituality and Music Education: Perspectives from Three Continents. Oxford: Peter Lang, 19-48.
Habron, J. (2017) ‘‘Through music and into music’ – through music and into wellbeing: Dalcroze Eurhythmics as Music Therapy’. In S. Del Bianco, S. Morgenegg & H. Nicolet (eds) Pédagogie, Art et Science: L’Apprentissage par et pour la Musique selon la Méthode Jaques-Dalcroze – Actes de congrés de L’Insitut Jaques-Dalcroze, 2015. Geneva: HEM – Haute école de musique de Genève, 37-56.
Greenhead, K., Habron, J. & Mathieu, L. (2016) ‘Dalcroze Eurhythmics: bridging the gap between the academic and practical through creative teaching and learning’. In E. Haddon & P. Burnard (eds) Creative Teaching for Creative Learning in Higher Music Education Oxford: Routledge, 211-226.
Habron, J. (2015) ‘Sonorous air: the transcendent in Ferruccio Busoni’s aesthetics of music’. In Férdia J. Stone-Davis (ed) Music and Transcendence. Farnham: Ashgate, pp.35-48.
Habron, J. & Van der Merwe, L. (forthcoming) Stories students tell about their lived experiences of spirituality in the Dalcroze class. British Journal of Music Education.
Van der Merwe, L. & Habron, J. (2019) The Dalcroze diamond: A theory of spiritual experiences in Dalcroze Eurhythmics. Music Education Review. Online first: https://doi.org/10.1080/14613808.2019.1612340
Van der Merwe, L. & Habron, J. (2018) Exploring lived experiences of spirituality amongst five Dalcroze teachers. Psychology of Music. Online first: https://doi.org/10.1177/0305735618785011
Habron, J. & Van Der Merwe, L. (2017) A conceptual study of spirituality in selected writings of Émile Jaques-Dalcroze. International Journal of Music Education, 35(2), 175-188.
Habron, J. (ed.) (2016) Approaches: An Interdisciplinary Journal for Music Therapy, 8(2), 100-235. Special issue on Dalcroze Eurhythmics in Music Therapy and Special Music Education.
Habron, J. & Witoszynskyj, E. (2016) Memories of Mimi Scheiblauer and the development of Dalcroze Eurhythmics as a therapeutic practice: An interview with Eleonore Witoszynskyj. In J. Habron (ed.) Approaches: An Interdisciplinary Journal for Music Therapy, 8(2), 202-212.
Habron, J. & Bachmann, M.-L. (2016) Dalcroze Eurhythmics as a psychomotor education for children with special educational needs: An interview with Marie-Laure Bachmann. In J. Habron (ed.) Approaches: An Interdisciplinary Journal for Music Therapy, 8(2), 189-201.
Van Der Merwe, L. & Habron, J. (2015) A conceptual model of spirituality in music education. Journal of Research in Music Education, 63(1), 47-69.
Greenhead, K. & Habron, J. (2015) The touch of sound: Dalcroze Eurhythmics as a somatic practice. Journal of Dance and Somatic Practices, 7(1), 93-112.
Habron, J. (2014) ‘Through music and into music’ – through music and into wellbeing: Dalcroze Eurhythmics as Music Therapy. TD: The Journal for Transdisciplinary Research in Southern Africa. Special Edition, 10(2), 90-110.
Habron, J., Butterly, F., Gordon, I., & Roebuck, A. (2013) Being well, being musical: music composition as a resource and occupation for older people. British Journal of Occupational Therapy 76(7), 308-316.
Habron, J. (2019). Dalcroze and disciplinarity. Le Rythme. Geneve: FIER. In press.
Habron, J. (2019). Book review: ‘Le rythme, une révolution! Émile Jaques-Dalcroze á Hellerau, Claire Kuschnig & Anne Pellois;100 Anys Fent Escola: 100 Anys de Rítmica, Àgata Olivella Roig; Practical Idealists: Founders of the London School of Dalcroze Eurhythmics, Odom & Pope’. Journal of Historical Research in Music Education. https://doi.org/10.1177/1536600618824178
Habron, J. (2016). Editorial: Dalcroze Eurhythmics in Music Therapy and Special Music Education. Approaches: An Interdisciplinary Journal for Music Therapy, 8(2), 100-104.
Habron, J. (ed.) (2015). Proceedings of the 2nd International Conference of Dalcroze Studies: The Movement Connection. Vienna: University of Music and Performing Arts Vienna.
Habron, J. (ed.) (2013). Proceedings: The First International Conference of Dalcroze Studies, Coventry: Coventry University.
Habron, J. (2013). Foreword to Selma Landen Odom and Joan Pope Practical Idealists: Founders of the London School of Dalcroze Eurhythmics – A Centenary Essay. Coventry: Coventry University.
Habron, J. (2013). Editorial: ‘‘A conversation without words’ – reflections on music therapy and dementia’. Dementia: The International Journal of Social Research and Practice12(1), 3-6.
Habron, J. (2012). Book review: ‘Bio-Guided Music Therapy, Eric B. Miller’. British Journal of Music Therapy26/2, 34-39.
Habron, J. & Mathieu, L. (2017). 3rd International Conference of Dalcroze Studies (Programme handbook). Québec City: Université Laval.
Habron, J., Jesuthasan, J. & Bourne, C. (2012). ‘Moving into Composition – the experiences of student composers during a short course of Dalcroze Eurhythmics’. York: Higher Education Academy.
Odom, S., & Habron, J. (2019). Charlotte’s unsung partner. Les Entretiens, Spring 2019.
College and External Research Roles
- Head of Music Education, RNCM
- Member (RNCM): Learning & Teaching Committee; Research Committee; Research Ethics Commitee; Postgraduate Research Degrees Committee; Academic Appeals Panel; REF Advisory Panel
- Extraordinary Associate Professor, MASARA (Musical Arts in South Africa: Resources and Applications), North-West University, Potchefstroom, South Africa (2018-2021)
- Scientific Committee Chair, International Conference of Dalcroze Studies (2013 – present)
- Deputy Institutional Representative (RNCM) on the CUK Research Ethics Committee
- Member journal editorial boards: International Journal of Music Education; Approaches: An Interdisciplinary Journal for Music Therapy; and Journal of Dance and Somatic Practices
- Member: International Society for Music Education; European Association of Music in Schools; SEMPRE (Society for Education, Music and Psychology Research); British Association for Music Therapy; World Federation of Music Therapy; Dance Studies Association; Dalcroze UK; SAME (Spirituality and Music Education) network
John’s research has been funded by several bodies, including the RNCM, Manchester Camerata, the Music Therapy Charity, the Higher Education Academy, SEMPRE (Society for Education and Music Psychology Research), the Wellcome Trust, Coventry University and Gladstone’s Library.
- Principles and foundations of music education (research elective)
- How music helps: Introduction to music therapy (research elective)
- Professional placement
- Creative project
- Indepedent research project
- Practical pedagogy
- Dalcroze in context
- Performing research: Methods in music psychology and music education
- Masters research projects
- PGCE Specialist instrumental teaching
Current supervisees (RNCM)
Jen Hartley: Critical Creativity: Listening to and composing new music (first supervisor for PhD, NWCDTP funded)
David Cane: Representations of disability in post-war British opera (second supervisor for PhD, NWCDTP funded)
Jo-Yee Cheung: The role of parents in the development of metacognition in children during musical learning (second supervisor for PhD)
Miguel Coimbra Fernandes: Cooperative music making in the work place (second supervisor for PhD)
Keith Phillips (Postdoctoral researcher): Placement-led professional training in European conservatoires; collaborative project between RNCM and CEMPE, Norwegian Academy of Music (2019-2021)
Dale Ware (Visiting Scholar Fellowship): The effects of music on the patient experience when undergoing endoscopic procedures (June-November 2019).
Current supervisees (external)
Beñat Ralla Yusta (Universidad del País Vasco, Spain): The Txalaparta and Dalcroze Eurhythmics (primary supervisor)
John welcomes enquiries from applicants wishing to research into music education and therapy at MPhil or PhD level.
My interests include, but are not limited to: music and movement in educational / therapeutic contexts; Dalcroze Eurhythmics (theory, practice, history) and related reform pedagogy movements; musical creativities; music education and spiritual experience; the history of music therapy; music in the medical humanities; music and dementia; and whole-person approaches to pedagogy and healthcare.
As a leader in the transdisciplinary field of Dalcroze Studies, John helps to galvanise an international community of scholars, practitioners and artists to develop research collaborations, publish widely and increase its impact. He convenes the International Conference of Dalcroze Studies (Coventry University, UK, 2013; University of Music and Performing Arts Vienna, Austria, 2015; Université Laval, Quebec City, Canada, 2017; Karol Szymanowski Academy of Music, Katowice, Poland, 2019) and related events, such as ‘Dalcroze Eurhythmics: Moving through the Archive’, a symposium at the National Resource Centre for Dance, University of Surrey in collaboration with Dr Selma Odom, Prof. Emerita, York University, Toronto, Canada (2015).
John’s interest in music pedagogy led to a PALATINE (Higher Education Academy) event at CeReNeM, University of Huddersfield: ‘Teaching Composition, Engaging Students: A Big Conversation’ (2010) and, as Principal Investigator on four research projects, he has collaborated with practitioners and researchers in various disciplines, leading to a variety of outputs and publications, including research evaluations of innovative practice in the fields of music education, community music and music therapy:
- Songlines (2013-15)
- Music in Mind (2012-13)
- Moving into Composition (2011-12) (see also)
- Being well, being musical (2010-11)
John publishes widely and in 2015-16 was Guest Editor of Approaches: An Interdisciplinary Journal for Music Therapy. The resulting special issue, focusing on Dalcroze Eurhythmics in music therapy and special music education, is the first of its kind.
John was keynote speaker at the 67th International Conference Médecine de la Personne ‘Creativity and Giving Care’ (Woltersdorf, Germany, 2015) and guest speaker at ‘Music and Well-being International Conference’ (North-West University, Potchefstroom, South Africa, 2013). He has presented at research colloquia at the University of Bristol, University of Southampton, Winchester School of Art, RNCM, York University (Toronto) and the University of York.
John also regularly presents his research at peer-reviewed, international conferences, most recently at ICDS (Coventry, 2013; Vienna, 2015; Québec City, 2017), ISME (Thessaloniki, 2012; Glasgow, 2016), EAS (Vilnius, 2016), EMTC (Vienna 2016), WFMT (Krems, 2015) and SAME (Potchefstroom, 2013; London, 2017), as well as:
- 3rd International Scholarly Conference ‘Eurhythmics in education of musicians, actors, dancers and in rehabilitation’ at the Grażyna and Kiejstut Bacewicz Academy of Music in Łódź, Poland;
- Exploring the spiritual in music: Interdisciplinary dialogues in music, wellbeing and education, 4th Nordoff Robbins Plus Research Conference and 4th International Spirituality and Music Education (SAME) Conference, London, 2017;
- CORD+SDHS (Congress on Research in Dance and Society of Dance History Scholars) Conference ‘Transmissions and Traces: Rendering Dance’, Ohio State University, USA, 2017;
- ‘Rhythm as Pattern and Variation: Political, Social and Artistic Inflections’, Goldsmiths College, London, 2016;
- Congrès International Jaques-Dalcroze, Geneva, Switzerland, 2015;
- Dance and Somatic Practices Conference, Coventry University, 2013;
- ‘Setting the Tempo: The need for a progressive research programme on Music, Health and Wellbeing’, SEMPRE Conference, Canterbury Christchurch University, 2013;
- ‘The Arts in a Time of Crisis – Living and Dying Creatively in a Changing World’, St Christopher’s Hospice, London, 2012;
- ‘Music and Transcendence’, Anglia Ruskin University, Cambridge, 2011;
- ‘Music, Health and Wellbeing,’ SEMPRE Conference, Canterbury Christchurch University, 2011
Benefiting from the Erasmus+ staff mobility programme, John has been invited to teach at: the University of Pais Vasco, Vizcaya, Spain (2019); Jāzeps Vītols Academy of Music, Riga, Latvia (2019); Karol Szymanowski Academy of Music, Katowice, Poland (2017); the Irish World Academy of Music and Dance, University of Limerick, Ireland (2016); the Grażyna and Kiejstut Bacewicz Academy of Music, Łódź, Poland (2015); and the University of Music and Performing Arts Vienna, Austria (2014). He has also taught in Colombia (EAFIT, Medellín; Universidad Central, Bogotá), South Africa (North-West University, Potchefstroom) and Canada (York University, Toronto).
John is Editorial Board member for the International Journal of Music Education (2016-2022) and Journal of Dance and Somatic Practices (2013-) and Advisory Editorial Board member for Approaches: An Interdisciplinary Journal for Music Therapy (2015-2019). He peer-reviews for many others, as well as for statutory bodies such as the National Institute for Social Care and Health Research, Wales.
He was external examiner in music composition at the University of Huddersfield (2010-15) and has examined DMus, PhD and DProf theses for the University of Southampton, UK (2009), Royal College of Music, UK (2017), North-West University, South Africa (2018, 2019), Middlesex University, UK (2019) and the Irish World Academy of Music and Dance, University of Limerick, Ireland (2020).
Currently, John is advisor on three international research projects:
- Rythmique Jaques-Dalcroze et découverte du piano: Le transfert des compétences de la motricité globale à la motricité fine. Collaboration between Institut Jaques-Dalcroze, Haute école de musique Geneve-Neuchatel, and l’Université de Genève (UNIGE-NEAD) (2018-2020)
- Social cohesion through community music engagement in South African Higher Music Education (National Research Foundation Grant, Human and Social Dynamics in Development programme) North-West University, South Africa (2019-2021)
- Music, Medicine, and Therapy in Vienna, ca 1820-1960 (Elise Richter-Grant, Austrian Science Fund) University of Vienna (2019-2022)
For more information on the International Conference of Dalcroze Studies, go to www.dalcroze-studies.com