Rosie Perkins is Research Fellow in Performance Science at the Royal College of Music and an honorary Research Fellow at Imperial College London. Rosie’s research focuses on arts-in-health and performers’ career development, and she is programme leader for the RCM’s ground-breaking MSc in Performance Science. Her research has been supported by the Arts and Humanities Research Council (AHRC), the Esmée Fairbairn Foundation and Arts Council England, and has featured in a wide range of international journals and press.
Rosie is an honorary member of the Dutch research group Lifelong Learning in Music and a Fellow of the Institute of Mental Health University of Nottingham and of the UK’s Higher Education Academy. From 2018 she is a Fellow of the Royal Society for Public Health (RSPH) and sits on the steering group for the RSPH Arts, Health and Wellbeing Special Interest Group.
Ascenso S, McCormack J, & Perkins R (forthcoming), Leadership in the transition from music student to professional musician: The Civic Orchestra of Chicago Fellowship, in J Rowley, D Bennett, & P Schmidt (eds.), Leadership of Pedagogy and Curriculum in Higher Music Education, Routledge.
Fancourt D & Perkins R (forthcoming), Creative interventions for symptoms of postnatal depression: a process evaluation of implementation, Arts & Health [PDF].
Fancourt D & Perkins R (forthcoming), Does attending community music interventions lead to changes in wider musical behaviours? The effect of mother-infant singing classes on musical behaviours amongst mothers with symptoms of postnatal depression, Psychology of Music [DOI] [PDF].
Perkins R & Williamon A (forthcoming), Creative leadership-in-action through a conservatoire-based MSc in Performance Science, in J Rowley, D Bennett, & P Schmidt (eds.), Leadership of Pedagogy and Curriculum in Higher Music Education, Routledge.
Ascenso S, Perkins R, Atkins L, Fancourt D, & Williamon A (2018), Promoting well-being through group drumming with mental health service users and their carers, International Journal of Qualitative Studies in Health and Well-being, 13 (1484219), 1-15 [DOI].
Ascenso S, Perkins R, & Williamon A (2018), Resounding meaning: a PERMA wellbeing profile of classical musicians, Frontiers in Psychology, 9 (1895), 1-14 [DOI].
Fancourt D & Perkins R (2018), Could listening to music during pregnancy be protective against postnatal depression and poor wellbeing post birth? Longitudinal associations from a preliminary prospective cohort study, BMJ Open, 8 (e021251), 1-8 [DOI].
Fancourt D & Perkins R (2018), The effect of singing interventions on symptoms of postnatal depression: a three-arm randomised controlled trial, British Journal of Psychiatry, 212, 119-121 [DOI].
Fancourt D & Perkins R (2018), Maternal engagement with music up to nine months post-birth: findings from a cross-sectional study in England, Psychology of Music, 46, 238-251 [DOI].
Fancourt D & Perkins R (2018), Singing for mother-infant bonding: the effects of mother-infant singing on emotional closeness, affect and anxiety, Music & Science, 1, 1-10 [DOI].
Perkins R, Yorke S, & Fancourt D (2018), Learning to facilitate arts-in-health programmes: a case study of musicians facilitating creative interventions for mothers with symptoms of postnatal depression, International Journal of Music Education, 36, 644-658 [PDF] [DOI].
Perkins R, Yorke S, & Fancourt D (2018), How group singing facilitates recovery from the symptoms of postnatal depression: a comparative qualitative study, BMC Psychology, 6 (41), 1-12 [DOI].
Waddell G, Perkins R, & Williamon A (2018), Making an impression: error location and repertoire features affect performance quality rating processes, Music Perception, 36, 60-76 [DOI].
Araújo L, Wasley D, Perkins R, Atkins L, Redding E, Ginsborg J, & Williamon A (2017), Fit to perform: an investigation of higher education music students’ perceptions, attitudes, and behaviors toward health, Frontiers in Psychology, 8 (1558), 1-19 [DOI] [VIDEO].
Ascenso S, Williamon A, & Perkins R (2017), Understanding the psychological wellbeing of professional musicians through the lens of positive psychology, Psychology of Music, 45, 65-81 [DOI].
Aufegger L, Perkins R, Wasley D, & Williamon A (2017), Musicians’ perceptions and experiences of using simulation training to develop performance skills, Psychology of Music, 45, 417-431 [DOI].
Fancourt D & Perkins R (2017), Associations between singing to babies and symptoms of postnatal depression, wellbeing, self-esteem and mother-infant bond, Public Health, 145, 149-152 [DOI].
Perkins R, Reid H, Araújo L, Clark T, & Williamon A (2017), Perceived enablers and barriers to optimal health among music students: a qualitative study in the music conservatoire setting, Frontiers in Psychology, 8 (968), 1-15 [DOI].
Stahl G, Burnard P, & Perkins R (2017), Critical reflections on the use of Bourdieu’s tools ‘in concert’ to understand the practices of learning in three musical sites, Sociological Research Online, 22, 57-77 [DOI] [PDF].
Fancourt D, Perkins R, Ascenso S, Atkins L, Kilfeather S, Carvalho LA, Steptoe A, & Williamon A (2016), Group drumming modulates cytokine response in mental health service users: a preliminary study, Psychotherapy and Psychosomatics, 85, 53-55 [DOI].
Fancourt D, Perkins R, Ascenso S, Carvalho LA, Steptoe A, & Williamon A (2016), Effects of group drumming interventions on anxiety, depression, social resilience and inflammatory immune response among mental health service users, PLOS One, 11 (e0151136), 1-16 [DOI] [VIDEO].
Perkins R, Ascenso S, Atkins L, Fancourt D, & Williamon A (2016), Making music for mental health: how group drumming mediates recovery, Psychology of Well-Being, 6 (11), 1-17 [DOI].
Perkins R (2015), Bourdieu applied in the analysis of conservatoire learning cultures, in P Burnard, Y Hofvander Trulsson, & J Soderman (eds.), Bourdieu and the Sociology of Music Education (pp. 99-112), Ashgate.
Perkins R, Aufegger L, & Williamon A (2015), Learning through teaching: exploring what conservatoire students learn from teaching beginner older adults, International Journal of Music Education, 33, 80-90 [DOI].
Perkins R (2013), Hierarchies and learning in the conservatoire: exploring what students learn through the lens of Bourdieu, Research Studies in Music Education, 35, 197-212 [DOI].
Perkins R (2013), Learning cultures and the conservatoire: an ethnographically-informed case study, Music Education Research, 15, 196-213 [DOI].
Perkins R (2013), Learning cultures, creativities and higher music education institutions, in P Burnard (ed.), Developing Creativities in Higher Music Education: International Perspectives and Practices (pp. 223-233), Routledge.
Perkins R & Triantafyllaki A (2013), School and conservatoire music teachers’ ‘vocational habitus’: lessons for music teacher education, in E Georgii-Hemming, P Burnard, & S-E Holgersen (eds.), Professional Knowledge in Music Teacher Education (pp. 173-185), Ashgate.
Perkins R (2012), Conservatoire cultures of performance specialism: perspectives from an ethnographically-informed case study, in J Weller (ed.), Proceedings of the Commission for the Education of the Professional Musician (pp. 84-90), International Society for Music Education.
Perkins R (2012), Rethinking ‘career’ for music students: identity and vision, in D Bennett (ed.), Life in the Real World: How to Make Music Graduates Employable (pp. 11-26), Common Ground.
Williamon A, Perkins R, Ritchie L, & Thompson S (2012), Premiers pas en musique: étude de l’engagement des enfants vis-à-vis de la musique [Musical beginnings: a study of children’s engagement with music], in M Richelle & R Wangermée (eds.), Musique et Sciences de l’esprit [Music and the Sciences of the Mind] (pp. 123-137), Académie Royale de Belgique [Royal Academy of Belgium].
Burt-Perkins R & Williamon A (2011), ‘I kind of get lost in it’: experiences of learning to perform music in older adulthood, in A Williamon, D Edwards, & L Bartel (eds.), Proceedings of the International Symposium on Performance Science 2011 (pp. 305-310), European Association of Conservatoires.
Burt-Perkins R (2010), Navigating the conservatoire as an educational space: looking through the lens of ‘learning culture’, in M Hannan (ed.), Proceedings of the Commission for the Education of the Professional Musician (pp. 29-35), International Society for Music Education.
Perkins R (2010), Exploring the one-to-one context at conservatoires through the lens of ‘learning cultures’: the role of student self-documentation, Scientia Paedagogica Experimentalis, 47, 437-462.
Burt-Perkins R (2009), The learning cultures of performance: applying a cultural theory of learning to conservatoire research, in A Williamon, S Pretty, & R Buck (eds.), Proceedings of the International Symposium on Performance Science 2009 (pp. 249-254), European Association of Conservatoires.
Burt-Perkins R & Mills J (2009), Pitching it right? selection and learning at a music conservatoire, British Educational Research Journal, 35, 817-835 [DOI].
Lebler D, Burt-Perkins R, & Carey G (2009), What the students bring: examining the attributes of commencing conservatoire students, International Journal of Music Education, 27, 232-249 [DOI].
Williamon A, Wasley D, Burt-Perkins R, Ginsborg J, & Hildebrandt W (2009), Profiling musicians’ health, wellbeing, and performance, in A Williamon, S Pretty, & R Buck (eds.), Proceedings of the International Symposium on Performance Science 2009 (pp. 85-90), European Association of Conservatoires.
Burt-Perkins R (2008), Students at a UK conservatoire of music: working towards a ‘diverse employment portfolio’?, in D Bennett & M Hannan (eds.), Inside, Outside, Downside Up (pp. 49-60), Black Swan Press.
Burt-Perkins R & Lebler D (2008), ‘Music isn’t one island’: the balance between depth and breadth for music students in higher education, in M Hannan (ed.), Proceedings of the Commission for the Education of the Professional Musician (pp. 10-14), International Society for Music Education.
Burt-Perkins R & Mills J (2008), The role of chamber music in learning to perform: a case study, Music Performance Research, 2, 26-35.
Burt R (2007), Preschool children’s emotional responses to music: a window into learning in the early years, in K Smithrim & R Upitis (eds.), Listen to Their Voices: Research and Practice in Early Childhood Music (pp. 126-139), Canadian Music Educators’ Association.
Burt R & Mills J (2006), Taking the plunge: the hopes and fears of students as they begin music college, British Journal of Music Education, 23, 51-73 [DOI].
Burt R, Oakes L, & Mills J (2006), Working in music: the trombonist, Research Perspectives in Music Education, 10, 27-43.