Tania Lisboa

Reader in Performance Science and Digital Learning
Royal College of Music

Tania Lisboa is Reader in Performance Science and Digital Learning at the Royal College of Music. She is also an honorary Research Fellow at Imperial College London. Her current research focuses on expert memory, performance education, and communication in rehearsal. Tania is currently a commissioner to the International Society for Music Education’s Commission for the Education of the Professional Musician.

Her doctoral research at Sheffield University employed longitudinal studies with young cellists to investigate the relationship between musical understanding and a multi-modal approach to teaching and learning. Since 2003, Tania has also managed the RCM’s videoconferencing programme. Recent activities in this area include links with international conservatoires and universities in the USA, Europe and Asia.

In parallel with her academic research, Tania pursues an active career as a solo cellist. A native of Brazil, where she also trained as a pianist, her concert engagements encompass Europe, Asia, and North and South America. In addition to the standard repertoire, she has recorded the complete works for cello and piano by C Guarnieri and by H Villa-Lobos for Meridian Records, the latter in three volumes.

  • 2011

    • Cervino A, Laws C, Lettberg M, and Lisboa T (eds) (2011), The Practice of Practising, University Press Leuven. ISBN»

  • 2022

    • Fonte V, Pipa L, Williamon A, and Lisboa T (2022), Memorising contemporary piano music as described by professional pianists, Music and Science, 5, 1-15. DOI»

    • Lisboa T, Jonasson P, and Johnson C (2022), Synchronous online learning, teaching, and performing, in GE McPherson (ed), Oxford Handbook of Music Performance, Vol 2 (pp. 499-527), Oxford University Press.

  • 2021

    • Camlin DA and Lisboa T (2021), The digital ‘turn’ in music education (editorial), Music Education Research, 23, 129-138. DOI»

    • Lisboa T, Shaugnessy C, Voyajolu A, and Ockelford A (2021), Promoting the musical engagement of autistic children in the early years through a program of parental support: an ecological research study, Music and Science, 4, 1-24. DOI»

    • Lisboa T, Shaugnessy C, Voyajolu A, and Ockelford A (2021), Promoting the musical engagement of autistic children in the early years through a program of parental support: an ecological research study, Music and Science, 4, 1-24. DOI»

  • 2020

    • Demos AP, Lisboa T, Logan T, Begosh KT, and Chaffin R (2020), A longitudinal study of the development of expressive timing, Psychology of Music, 48, 50-66. DOI»

  • 2019

    • Jónasson P and Lisboa T (2019), Professional musicians as researchers: leading changes through a study on memorization, in D Bennett, JL Rowley, and PK Schmidt (eds), Leadership of Pedagogy and Curriculum in Higher Music Education (pp. 133-149), Routledge.

  • 2018

    • Lisboa T, Demos AP, and Chaffin R (2018), Training thought and action for virtuoso performance, Musicae Scientiae, 22, 519-538. DOI»

  • 2016

    • Demos AP, Lisboa T, and Chaffin R (2016), Flexibility of expressive timing in repeated musical performances, Frontiers in Psychology, 7 (1490), 1-9. DOI»

  • 2015

    • Lisboa T, Chaffin R, and Demos AP (2015), Recording thoughts while memorizing music: a case study, Frontiers in Psychology, 5 (1561), 1-13. DOI»

  • 2014

    • Clark T, Lisboa T, and Williamon A (2014), An investigation into musicians’ thoughts and perceptions during performance, Research Studies in Music Education, 36, 19-37. DOI»

    • Clark T, Lisboa T, and Williamon A (2014), Learning to be an instrumental musician, in I Papageorgi and G Welch (eds), Advanced Musical Performance: Investigations in Higher Education Learning (pp. 287-300), Ashgate.

  • 2013

    • Clark T and Lisboa T (2013), Training for sustained performance: moving toward long-term musician development, Medical Problems of Performing Artists, 28, 159-168. DOI»

  • 2010

    • Chaffin R, Lisboa T, Logan T, and Begosh K (2010), Preparing for memorized cello performance: the role of performance cues, Psychology of Music, 38, 3-30. DOI»

  • 2009

    • Chaffin R and Lisboa T (2009), Practicing perfection: how concert soloists prepare for performance, Ictus, 9, 115-142.

  • 2008

    • Lisboa T (2008), Action and thought in cello playing: an investigation of children’s practice and performance, International Journal of Music Education, 26, 243-267. DOI»

    • Lisboa T (2008), Review of Mastering the Art of Performance (OUP, 2006), British Journal of Music Education, 25, 103-106. DOI»

  • 2006

    • Williamon A, Thompson S, Lisboa T, and Wiffen C (2006), Creativity, originality, and value in music performance, in I Deliège and G Wiggins (eds), Musical Creativity: Multidisciplinary Research in Theory and Practice (pp. 161-180), Psychology Press.

  • 2005

    • Lisboa T, Williamon A, Zicari M, and Eiholzer H (2005), Mastery through imitation: a preliminary study, Musicae Scientiae, 9, 75-110. DOI»

  • 2003

    • Lisboa T (2003), An overview of Villa-Lobos’ compositions for the violoncello, Música Hodie, 3, 44-51.

  • 2022

  • 2019

    • Lisboa T (principal investigator), with co-investigators N Manoel da Silva Ribeiro, R Perkins, and D Santiago (2019-21), Managing the Psychosocial Needs of Families Affected by ZIKA Virus: Exploring the Impact of Music as a Social Tool, British Academy, £49,940.

  • 2004

    • Lisboa T (principal investigator), with co-investigators E Clarke, A Williamon, and R Woledge (2004-05), Mapping Musical Movement: The Physical Expression of Musical Individuality, British Academy, £12,100.

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