Book Chapters

Kim, S-J, Stollery, P. & Whyte, R. (2013). ‘Three Types of Engagement with Place Through Acousmatic Listening and Composition’. in I Russell (ed.), Taking Part in Music: Case Studies in Ethnomusicology. vol. 9, Elphinstone Institute Occasional Publications, University of Aberdeen, Elphinstone Institute, Aberdeen.

Stollery, P., Mcphee, A. & McMillan, R. (2006). ‘The Wow Factor? A Comparative Study of the Development of Student Music Teachers’ Talents in Scotland and Australia’. in D Lines (ed.),Music Education for the New Millennium: Theory and Practice Futures for Music Teaching and Learning. Educational Philosophy and Theory Special Issues, Wiley-Blackwell.

 

Journal Articles

Miller, N., Gregory, J., Aspden, RM., Stollery, P. & Gilbert, FJ. (2014). ‘Using Active Shape Modeling Based on MRI to Study Morphologic and Pitch-Related Functional Changes Affecting Vocal Structures and the Airway‘. Journal of Voice, vol 28, no. 5, pp. 554-564.

Stollery, P. (2013). ‘Capture, manipulate, project, preserve: A compositional journey‘.Journal of Music, Technology & Education, vol 6, no. 3.

Miller, NA., Gregory, J., Semple, S., Aspden, RM., Stollery, P. & Gilbert, FJ. (2012). ‘Relationships Between Vocal Structures, the Airway, and Craniocervical Posture Investigated Using Magnetic Resonance Imaging‘. Journal of Voice, vol 26, no. 1, pp. 102-109.

Miller, NA., Gregory, J., Semple, S., Aspden, RM., Stollery, P. & Gilbert, FJ. (2012). ‘The Effects of Humming and Pitch on Craniofacial and Craniocervical Morphology Measured Using MRI‘. Journal of Voice, vol 26, no. 1, pp. 90-101.

Stollery, P. (2005). ‘The Wow Factor? A Comparative Study of the Development of Student Music Teachers’ Talents in Scotland and Australia‘. Educational Philosophy and Theory, vol 37, no. 1, pp. 105-117.

Stollery, P. & Mcphee, A. (2002). ‘Some Perspectives on Musical Gift and Musical Intelligence‘. British Journal of Music Education, vol 19, no. 1, pp. 89-102.

 

Other Writing

Stollery, P. (1996). Scaling the Heights. Scottish Network for Able Pupils/University of Glasgow.