A lot of thinking and reading has contributed to the development of our toolkit.  Below are some of the texts and resources we have used during the project, and which we believe will be interesting to you, whether teacher or student.  Read them in conjunction with our reference list and the ‘Further reading’ suggestions throughout the toolkit.


Bechtel, D. et al.  ‘Aufbauender Musikunterricht’.  Wiki Musikpädagogik. Location unknown: Wiki Musikpädagogik, 2015.  Visit this website.  [Accessed 17 July 2021].

British Kodály Academy.  ’Your questions answered.’  Coventry: British Kodály Academy, 2021.  Visit this website.   [Accessed 10 June 2021].

Cairns, S. et al.  Arts-rich schools.  London: Royal Society of Arts, 2020.

Carron, G, and Carr-Hill, R.A. Non-formal education: information and planning issues. Paris: International Institute for Educational Planning, 1991.

Cedefop. ‘Glossary of key terms’ in Terminology of European education and training policy: a selection of 130 terms2nd ed. Luxembourg: Publications Office, 2014.  Visit this website.    [Accessed 17 February 2021].

Cultural Learning Allice.  ‘About us’.  London, 2021.  Visit this website.  [Accessed 26 June 2021].

Department for Education.  Music programmes of study: key stage 3: National curriculum in England. London: Department for Education, September 2013.  Visit this website.  [Accessed 24 July 2021].

Department for Education.  ‘Ways to train.’  London: Department for Education, June 2021.  Visit this website  [Accessed 19 June 2021].

Departments of Education and Culture, Media & Sport.  Cultural Education: A summary of programmes and opportunities.  London: Departments for Education and Culture, Media & Sport, 2013.

Dimock, M.  ‘Defining generations: Where Millennials end and Generation Z begins’.  Washington, DC: Pew Research Centre, 2019.  Visit this website.  [Accessed 19 June 2021].

Education and Training, Victoria State Government.  Department of Education and Training: 2019-2023 Strategic Plan.  Melbourne, 2021.  Visit this website.  [Accessed 3 July 2021].

Education and Training, Victoria State Government.  ‘Peer observation’.  Melbourne, 2021.  Visit this website.  [Accessed 3 July 2021].

European Union.  ‘The EU in brief: Goals and values of the EU.  Brussels: European Union, 2021.  Visit this website.  [Accessed 19 June 2021].

Greatbatch, D. and Tate, S. What works in delivering school improvement through school-to-school support.  London: Department for Education, 2019.

Henley, D. Cultural Education in England: An independent review by Darren Henley for the Department of Culture, Media and Sport and the Department for Education.  Departments of Culture, Media & Sport and Education, London, 2012.

Kincheloe, 2003, p.56, quoted Martell, C.  Action Research as Empowering Professional Development: Examining a District-Based Teacher Research Course.  Boston: Boston University, 2014.  Visit this website.  [Accessed 26 June 2021].

Makleff, S.  ‘Reflections on establishing and sustaining partnership.’  Location unknown: Rethinking Research Collaborative, date unknown. Visit this website.  [Accessed 10 June 2021].

McNiff, J.  Action Research: All You Need To Know.  London: Sage, 2017.

O’Leary, M.  Classroom Observation: A Guide to the Effective Observation of Teaching and Learning.  London: Routledge, 2014; updated 2020.

Rolle, C.  Musikalisch-ästhetische Bildung. Über die Bedeutung ästhetischer Erfahrung für musikalische Bildungsprozesse (dissertation).  Hamburg: Universität Hamburg, 1999.  Visit this website.  [Accessed 17 July 2021].

School of Education, University of Bristol.  ‘Action Research’.  Bristol, 2021.  Visit this website.    [Accessed 26 June 2021].

Serota, Sir N. et al.  Durham Commission on Creativity and Education: Second report 2021.  Durham: Arts Council England and Durham University, 2021.

Stoll, L.  ‘Capacity building for school improvement or creating a capacity for learning?  A changing landscape,’ Journal of Educational Change, 10:2, p.115-127.  Dordrecht: SpringerNature, 2009.  Visit this website.  [Accessed 10 July 2021].

Victorian Curriculum and Assessment Authority.  ‘Victorian Curriculum: Foundation-10’.  Melbourne, 2021.  Visit this website.  [Accessed 3 July 2021].

Wadkins, T., Wozniak, W. and Miller, R. L. ‘Team Teaching Models’ in E.G. Peck (ed.) UNK/CTE compendium of teaching resources and ideas.  Kearney: University of Nebraska at Kearney, 2004. Visit this website.  [Accessed 8 June 2021].


Author unknown.  ‘Reflective practice: an introduction’ in ‘Section 1: Reflection and Reflexivity: What and Why’.  2009.  Visit this website.  [Accessed 3 July 2021].

Bennett, T. et al.  Culture, Class, Distinction.  Abingdon: Routledge, 2009.

Bourdieu, P.  Translated by Nice, R.  Introduction by Bennett, T.  Distinction: A Social Critique on the Judgement of Taste.  Abingdon: Routledge, 2010.

Creative Generation.  ‘Campaign 2020: Arts and Cultural Education is a fundamental, civil and human right.’  Frederick, 2021.  Visit this website.  [Accessed 26 June 2021].

Gabriel, D.  ‘Methods and methodology.’  2011.  Visit this website.  [Accessed 26 June 2021].

McNiff, J.  ‘Action research for professional development: Concise advice for new action researchers.’  Third edition.  2002.  Visit this website.  [Accessed 10 July 2021].

McNiff, J.  Action Research: Principles and Practice.  Third edition.  Abingdon: Routledge, 2013.

Ryan, M. and Loughland, T.  ‘Preparing teachers for reflexive leadership roles in schools’, Journal of Education for Teaching, 46:5, p.676-689.  Abingdon: Taylor and Francis, 2020.

TES.  ‘What is pedagogy?’  London, 2018.  Visit this website.  [Accessed 26 June 2021].

Image of staff members