RESEARCH OUTPUTS

Research outputs spanning peer-reviewed publications, artistic research, conference papers, and practice-led scholarship exploring how multi-instrumental performance, rhythm pedagogy, and decolonising curriculum design shape contemporary ensemble musicianship. Underlying this body of work is Structural Momentum Theory (SMT), a six-field framework that models how rhythmic, harmonic, timbral, embodied, and ensemble factors generate and shape musical momentum across learning and performance contexts.

JOURNALS (PEER-REVIEWED)

More Than Just Piano: Patch Literacy as a Core Competency in Contemporary Ensemble Practice
(Forthcoming 2026) · College Music Symposium (College Music Society, USA)
Defines patch literacy—the ability to select, program, and perform with context-appropriate keyboard timbres—as a core ensemble competency bridging technology and musicianship. Drawing on reflective-practitioner inquiry, the article presents a role-based framework (Pad, Lead, Pianistic) that integrates sound design, ensemble fluency, and curricular application in higher-music contexts.

The Intentional Pocket Project: A Jazz-Informed Workshop Series for Emerging Ensemble Musicians
(Forthcoming January 2026) · Jazz Education in Research and Practice (Indiana University Press/Indiana University Scholarworks)
Documents a workshop model for ensemble groove fluency built on a three-pillar rhythm-section pedagogy of Specific Listening, Technical Awareness, and Macro Sight.

Creative Health Through Music Pedagogy: Case Studies in Identity, Listening, and Cultural Belonging in Higher Education
December 2025 · International Journal of Arts Education , 23(2), 95–112· ISSN 1728-175X (National Taiwan Arts Education Center, Ministry of Education, Taiwan)
Examines how rhythm- and ensemble-focused pedagogy can foster wellbeing, inclusion, and identity formation in higher-education contexts, linking practice-led teaching with emerging discourse on creative health.

Decolonising the Rhythm Curriculum: Integrating Global Groove Practices in Undergraduate Aural Skills
September 2025 · Music Education Research, 27(5), 593-603 (Taylor & Francis) · DOI 10.1080/14613808.2025.2565148
Develops a decolonising model for rhythm pedagogy by integrating African, Indian, and global groove practices into undergraduate aural-skills teaching.

BOOK CHAPTERS (PEER-REVIEWED & EDITED VOLUMES)

Ensemble Rhythm as Didactic Space: A Bildung-Oriented, Cross-Curricular Design
(Forthcoming 2027) · in Cultivating Didactic Spaces with Bildung Theories and Cross-Curricular Approaches in Educational Practice (Vernon Press, Wilmington DE)
Develops rhythm-based ensemble pedagogy as a Bildung-oriented model for cross-curricular teaching, integrating global groove frameworks and classroom tasks that link music, mathematics, language, civics, and physical education.

Rhythm as Decolonial Pedagogy: Ensemble Practice for South African Creative Arts Education
(Forthcoming 2026) · in Voices of Creative Education: Navigating Challenges and Opportunities in South African Arts Education (University of South Africa Press — UNISA)
Proposes rhythm-centred ensemble pedagogy as a pragmatic route for decolonial Creative Arts education in South Africa, drawing on cyclic, participatory groove practices to enhance collaboration, belonging, and culturally sustaining teaching.

The Intentional Pocket Project: Ensemble Groove Labs as Project-Based Learning in Higher Music Education
(Forthcoming 2026) · in Cases on Project-Based Learning in Music Education (IGI Global, Hershey, Pennsylvania) · ISBN 9781668497822
Presents rhythm-based ensemble pedagogy as project-based learning, drawing from applied teaching cases where students co-design ensemble artefacts, develop groove fluency, and reflect on collaborative musicianship.

Music on Screen – Reflections on Livestreamed Concerts
March 2022 · in Things Will Never Be the Same – Or Will They? (UBSS CSR Learning Futures Vol. 2, Smart Questions) · ISBN 978-1-907453-34-2
Reflects on artistic adaptation during the COVID-19 period, focusing on livestreamed performance formats and the evolution of audience engagement. Access publication

CONFERENCE PAPERS & PRESENTATIONS

Pocket as Embodied Space: Reflections from the Bandstand
February 2026 · 5th International Network for Artistic Jazz Research (INARJ) Conference
JAM MUSIC LAB Private University (Vienna), hosted by Koninklijk Conservatorium Brussel & Erasmushogeschool Brussel, Brussels

Peer-reviewed conference paper examining groove and ensemble interaction through embodied, practice-led inquiry.

INSTITUTIONAL & ARCHIVED WORK

Integrating World Percussion into Graduate Jazz Training: A Practitioner Reflection
August 2025 · CUNY Academic Works (Queens College, City University of New York)
Reflects on the pedagogical and artistic outcomes of substituting jazz drum-set lessons with a semester of world-percussion study at Queens College. Access publication

Doctor of Music in Contemporary Performance: Portfolio Submission
July 2025 · Zenodo (European-American University) · DOI 10.5281/zenodo.15833940
Conferred via Validation of Experiential Learning (VAE); includes selected recordings, creative projects, pedagogical frameworks, and reflective commentary on rhythm-section fluency, cross-genre performance, and curriculum innovation. View portfolio

Teaching Aural Skills in Undergraduate Music Using World Music Concepts: A Narrative Inquiry

August 2024 · Doctoral Thesis, Liberty University School of Music · DME

Explores rhythmic and modal concepts from African, Indian, Arabic, and Japanese traditions, applying them to Western aural-skills pedagogy and proposing integrative frameworks for cross-cultural musicianship. Download thesis

ESSAYS & PUBLIC COMMENTARY

Diplomas: pros and cons
November 2025 · Music Teacher (Mark Allen Group, UK)
Reflects on the role of performance diplomas in a musician’s professional journey, questioning how qualifications intersect with lived experience and artistic growth. Draws on Seow’s multi-instrumental background to highlight that while formal recognition builds discipline and confidence, it is sustained performance practice that shapes authentic musicianship. Read article

Feeling First: A Practitioner’s Reflection on Decolonising Music Pedagogy
September 2025 · JHPCU Blog (Johann Heinrich Pestalozzi Christian University)
Explores how embodied experience, ensemble fluency, and world-percussion practices can reframe music education beyond notation and codes. Positions “feeling first” as central to decolonising pedagogy, highlighting groove, reharmonisation, and student agency as catalysts for learning. Read article

From Berklee to Boutique: How I Built My Academic Pathway Through Performance, Professionalism, and Purpose
August 2025 · EAU News (European-American University)
Traces a multi-route academic and professional journey across conservatory and portfolio-based education, illustrating how practitioner-led higher learning can achieve academic credibility through rigour, service, and educational purpose. Read article

Decolonising Music Education Across Diverse Institutions
July 2025 · Music In Africa
Reflects on decolonising practices in schools, universities, and community spaces, examining how culturally responsive frameworks strengthen inclusivity and musical belonging. Read article

Arts Are Essential: Reframing Music Education as Infrastructure for Human Resilience
June 2025 · RSA Circle (Royal Society of Arts)
Argues for the arts as civic infrastructure, linking music education to wellbeing, resilience, and community renewal in post-crisis contexts. Read article

PROFESSIONAL ACADEMIC & EXAMINING ACTIVITY

LCME Examiner Seminar (Examiner Training)
February 2026 · London College of Music Examinations (University of West London), UK
Professional examiner training and calibration seminar undertaken as part of ongoing accreditation and examining duties with London College of Music Examinations.

Music Examiner Training
July 2025 · St Cecilia School of Music (SCSM), Singapore
Examiner training and assessment practice supporting graded and diploma-level contemporary music examinations.

ARTICLES IN REVIEW

Aural Fluency Across Systems: Cyclic Time, Modal Colour, and Micro-Intonation
Proposes a plural-modal aural curriculum linking entrainment, modal pathways, and differentiated intonation to contemporary ensemble needs.

Bass Tone, Texture, and Patch Literacy in Contemporary Ensembles
A tone-literacy model connecting timbre, harmonic function, and ensemble texture through practice-led inquiry.

Brush Technique as Cross-Genre Pedagogy for Contemporary Drum Set
Develops a global, groove-centred brush framework integrating jazz lineage with hybrid and popular-music applications.

Designing Genre-Inclusive Diploma Frameworks for Contemporary Theory
A research-informed system for Diploma, Licentiate, and Fellowship-level contemporary theory examinations, including rubrics and benchmarking matrices.

Embodied Ensemble Pedagogy and Community Musicianship
A reflective-practitioner study theorising ensemble fluency, identity, and relational music-making across higher education, co-curricular ensembles, and graded teaching.

Groove Fluency Through Cajón and Set-Up Transferability
Examines how cajón-based layering, pulse, and timbre scaffold ensemble sensitivity and groove development in emerging musicians.

Reflective Practitioner Framework for Contemporary Music Pedagogy
Articulates a multi-instrumental teaching framework connecting ensemble identity, improvisational decision-making, and cross-cultural hearing.

Re-centring the Decolonising Ear
Develops civic-oriented listening pedagogy across global tuning and timing systems, positioning aural skills as infrastructure for cultural belonging.

View all academic publications via ResearchGate, Google Scholar, ORCID, ResearcherID, Zenodo, Academia, and LinkedIn.