Welcome to the APME Liverpool 2025 conference. Here, you’ll be able to register for the conference and update your Sched profile. We encourage you to browse the various presentations and to create a custom schedule. If you have any questions, please visit our conference website or contact us at conference@popularmusiceducation.org We look forward to coming together as a community July 22–24, 2025!
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Two presenters demonstrate and discuss their duoethnographic research practising, rehearsing and performing Beethoven’s Sonata No. 8 in C minor: Pathétique on piano and drums. They underscore the centrality of trust and relationality in meaningful musical performance and pedagogical experiences, emphasizing musical, scholarly and educational relationships based in mutuality and collaboration.
The human voice, like a paintbrush, crafts rich auditory textures. This study explores Circle Singing methods, enhancing vocal proficiency and social-emotional skills. Participants engage in structured and improvisational vocal expression, including instrumental singing and body percussion, transforming their voices and bodies into dynamic performance tools.
Award-winning filmmaker Martin Shore’s "Living Documentary" blends traditional filmmaking with real-time, evolving art to create interactive, dynamic storytelling. This workshop explores integrating this innovative approach into the classroom, using examples from Shore’s films Take Me To The River and Take Me To The River New Orleans and Berklee student projects.
This interactive session will take participants through a comprehensive deconstruction of a recent Hot 100 #1 hit, utilizing the proprietary methodologies and visualization tools of Hit Songs Deconstructed. Participants will also discover unique and engaging ways to teach "pop theory" to students, making complex concepts easy to understand by using the Hit Songs Deconstructed tools themselves.
This study explores how adolescents in two distinct regions -- rural Ireland and Los Angeles county -- discover the songs that become the soundtracks to their lives. In an age of infinite content and evolving technology, this research creates a window into the musical world of our high school students.
Join Drs. Davis, Kennedy, and Wacker as we present our analysis of Journal of Popular Music Education articles (2017–2024). We’ll explore trends in research methods, participant types, and topics, compare findings with other music education journals, and discuss emerging gaps and future directions in the field.
Composing and Improvising in the Music Classroom: Ideas and techniques to support the early stages of group composition, encouraging creative music-making. Designed to develop key skills in performing, listening, composing, and improvising by breaking down a musical example into simple rhythmic and melodic riffs, transforming it, improvising on its various elements before using these as the basis for pupils own creative compositions.
This interactive workshop offers practical strategies to support neurodivergent students in music education. Participants will explore inclusive teaching techniques, engage in hands-on activities, and leave with a toolkit for fostering creativity, wellbeing, and resilience—both in the classroom and throughout students’ careers in the music industry.
The Colombia Workshop explores traditional Colombian music through movement, rhythm, and collaborative creation. Participants engage in interactive activities, discovering diverse pedagogical tools and traditional repertoires. The workshop fosters reflection, dialogue, and hands-on experiences, enhancing teaching methodologies while celebrating Colombia’s rich musical heritage.
Students are often initially hesitant to participate in musical activities, due to cultural differences, or the fear of making a mistake. One method of overcoming this reticence is to incorporate the principles and games of improvisational comedy into the lesson plan. Designed by Jake Cassman, a former music director and performer at Second City theater in Hollywood, this workshop gives educators the chance to learn about and participate in the activities that improvisers have used for generations to encourage play, focus and community.
This study analyses gender representation in the German Top 100 Charts (2014–2024), focusing on songwriters, producers, and artists. Using web scraping and a pronoun-based self-identification system supported by Chartmetric, it compares this approach to traditional methods, offering a replicable framework for tracking gender diversity in the music industry.
The PLR Toolkit: Practice-led Research and Inclusivity in Postgraduate Music Industry Education presents results from the introduction of PLR to a postgraduate MA in Music Industry HE which pushes the boundaries and conventions of academic research and extends the possibilities for future practitioner researchers, creating an inclusive and diverse learning space and a vital toolkit which connects students to music industry employment opportunities early on in their careers,
