My career and studies have been nurtured in Greece, Germany, The Netherlands, France, the UK and the USA. I am consistently active as an academic, performer and teacher, while my relevant experience extends to more than 20 consecutive years, having worked in the secondary, post-secondary and tertiary levels of both music and general education.
I have built my knowledge and expertise in diverse educational/professional contexts, thus combining an interdisciplinary approach to music education and cognitive neuroscience research.
I have developed my interests focusing on the following three subjects:
Infants’ neurobehavioural development through music
Attention and Instrumental Music Performance
Teaching and Learning in Instrumental Music Education
Strand (a) mainly focuses on the way infants develop their biological, psychological and social skills in their early years of life (0-2). Approaching and studying through music experiential learning, optimal development, creativity, social interaction, parent and child relationships as well as clinical intervention, I work in neurobehavioural research projects, employing mainly the technique of the Auditory Brainstem Evoked Potentials. I try to understand how to enhance conscious and unconscious learning and creativity, while my aim is to provide effective educational tools for early biological development in diverse environments, and prevent or intervene to sensorimotor, kinesthetic, cognitive or psychological early dysfunctions of the human nature.
Strand (b) focuses on attention development in instrumental music education. Using mainly neurofeedback and Electroengephalography (EEG) as my research tools, I functionally approach music performance via neuroscience so as to enhance and develop our knowledge in instrumental music learning and teaching. More specifically, I prepare a new research protocol to study Alpha brainwaves during mental imagery and practice, endeavoring to pinpoint effective paths of attention progress in instrumental music learning episodes.
Strand (c) is the oldest of my research interests. It ultimately drives all my specialised research and professional activities. I have widely discussed and researched historical musicology as teaching and learning, teaching reflection as transformative and creative learning in music education, teaching and learning methodologies in music education as well as music awareness in international and multicultural contexts.
I have deeply studied developmental psychology and music education during my PhD studies at the University of East Anglia and at the Institute of Education-University of London (UK). I continued with my neuroscience studies during my PostDoc Research appointment at Harvard University, while received extensive brain imaging training when I was accepted to attend with a full scholarship the ‘Imaging Human Brain Function and Structure’ course provided by the International Brain Research Organisation (IBRO) and the Federation of European Neuroscience Societies (FENS) in Switzerland. I have covered bibliography and study subjects debating developmental and cognitive stages, experiential learning, inclusive and special education, brain anatomy and biology, dynamic skills, multiple intelligences, teaching and learning reflection, learning cognition as well as the design of courses and curricula.
I am a Fellow of the Higher Education Academy in the UK, an International Examiner in Music with the International Baccalaureate Organisation, a board member of the Advocacy Standing Committee in the International Society for Music Education, a research fellow and consultant at the Botin Foundation in Spain, and a Postdoc lecturer and researcher at the Department of Psychology and Human Development, Institute of Education, University of London.