Practice-based research and research-based teaching have become buzz phrases in UK Music Higher Education and research institutions in recent years. But what are the practical implications of these concepts for popular music studies? In particular, how might they affect the development of songwriting, as an art form, and of songwriting as it is taught in a university setting? This paper will take a testimonial approach to answering this question, looking at how research has enriched my practice, and in turn how that practice influences my teaching. It will also place popular music teaching at the University of Huddersfield within the broader context of UK music education in general.
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