Our Work

We reached out to Dr Alex and Mary to help us create a staff forum exploring intercultural understanding and how we can meaningfully engage with diverse community groups in our role as a school. The process of collaboration was highly intentional. Dr Alex and Mary helped us to consider our own positions as teachers and individuals, and importantly, helped us to articulate where we have come from culturally and where we hope to be as a school. 

The forum featured guest speakers from various backgrounds including the Arts, Education, and Universities, activities for staff to discuss and collaborate, and time for staff to reflect. It was a worthwhile and enlightening experience to partner with Dr Alex and Mary and we look forward to future collaborations. 

Ryan Griffith,

Director of Community Integrated Learning | Curator of Music & Drama, Templestowe College

• Live from the Bridge: Hip Hop Practitioners in the Australian Education Borderlands (academic research article, submitted for publication, 2025)

• Using Culturally Relevant Music in Schools to Support Student Diversity: A Critical Perspective (academic research article, submitted for publication, 2025)

• Summary Report: Libraries as Spaces for Social Connection and Mental Wellbeing for Young People (Victorian Health Promotion Foundation project report, 2024)

• Cultural Engagement in Schools: Beginning conversations @ Templestowe College (school-wide staff PD training, 2023)

• Exploring the experiences and roles of Hip Hop Practitioners in Naarm [Melbourne] Schools (conference paper presented at the International Colloquium of Hip Hop Based Education, University of Paris Nanterre, 2018)

• Hip Hop Applications: Enriching Your Practice Through Hip Hop (Two-day professional development short course, Uni Melb, 2017)

We reached out to Dr Alex and Mary to help us create a staff forum exploring intercultural understanding and how we can meaningfully engage with diverse community groups in our role as a school. The process of collaboration was highly intentional. Dr Alex and Mary helped us to consider our own positions as teachers and individuals, and importantly, helped us to articulate where we have come from culturally and where we hope to be as a school. 

The forum featured guest speakers from various backgrounds including the Arts, Education, and Universities, activities for staff to discuss and collaborate, and time for staff to reflect. It was a worthwhile and enlightening experience to partner with Dr Alex and Mary and we look forward to future collaborations. 

Ryan Griffith,

Director of Community Integrated Learning | Curator of Music & Drama, Templestowe College

Crooke, A. H. D. (In Press). Samplers, MIDI-controllers, Digital Audio Workstations and positive youth identity development: two examples from practice. In F. Howard, B. McShane, & S. Glenister (Eds.), Youth Work, Music Production and Measurement: Palgrave MacMillan.

Crooke, A. H. D., Davidson, J., & Fraser, T. (2024). Exploring the real-world applicability of an Intercultural Music Engagement (ICME) Framework. Journal of Intercultural Studies, 46(1). doi:10.1080/07256868.2024.2362747

Crooke, A. H. D. (2024). No, AI doesn’t mean human-made music is doomed. Here’s why. The Conversation. Retrieved from https://theconversation.com/no-ai-doesnt-mean-human-made-music-is-doomed-heres-why-230865

Crooke, A. H. D., Thompson, W. F., Fraser, T., & Davidson, J. (2023). Music, social cohesion, and intercultural understanding: A conceptual framework for intercultural music engagement. Musicae Scientiae, 28 (1), 18-38. doi:https://doi.org/10.1177/10298649231157099

Raphael, T., Crooke, A. H. D., & Levy, I. P. (2023). Intentional Uses of Music: Hip Hop, Healing, and Empowerment for Youth Self-Care and Community Well-Being. In P. Dale, P. Burnard, & R. Travis Jr (Eds.), Music for Inclusion and Healing in Schools and Beyond: Hip Hop, Techno, Grime, and More (pp. 135–170): Oxford University Press.

Gann, E., & Crooke, A. H. D. (2023). Global Inclusion and Healing Through Therapeutic Beat Making. In P. Dale, P. Burnard, & R. Travis Jr (Eds.), Music for Inclusion and Healing in Schools and Beyond: Hip Hop, Techno, Grime, and More (pp. 0): Oxford University Press.

Krüger, V., Crooke, A. H. D., Solberg, D. H., & Sæle, E. A. (2023). Exploring the potential for music therapy to support 21st Century education goals: interviews with six Norwegian teachers. Voices: A World Forum for Music Therapy, 23(1). doi:https://doi.org/10.15845/voices.v23i1.3642

Crooke, A. H. D., & Hadley, S. (2022). Music Therapy and the Monopolisation of Music and Health Spaces. In CAMTI (Ed.), Colonialism and Music Therapy (pp. 623-652): Barcelona Publishers.

McFerran, K., Crooke, A., Kalenderidis, Z., Stokes, H., & Teggelove, K. (2022). What young people think about music, rhythm and trauma: An action research study. Frontiers in psychology, 13, 1-10. doi:https://doi.org/10.3389/fpsyg.2022.905418

McFerran, K. S., Crooke, A. H. D., Steele, M., McPherson, G., & Hattie, J. (2022). The development of a decision matrix to guide and support the provision of effective arts programs in schools. International Journal of Educational Research Open, 3, 1-9. doi:https://doi.org/10.1016/j.ijedro.2022.100155

Crooke, A. H. D., Hara, M., Davidson, J., Fraser, T., & DeNora, T. (2021). Fractured bonds and crystal capital: Social capital among COVID-era music communities. International Journal of Community Music, 14(2-3), 247-272. doi:10.1386/ijcm_00047_1

Crooke, A. H. D., Comte, R., & Moreno-Almeida, C. (2020). Hip Hop as an agent for health and wellbeing in schools: A narrative synthesis of existing research. Voices: A World Forum for Music Therapy, 20(1). doi:https://doi.org/10.15845/voices.v20i1.2870

Crooke, A. H. D., Abla, V., & Gann, E. (2018, 10 - 14 July). Hip Hop music as a health resource and catalyst for social change. Paper presented at the ISME Community Music Activity Commission Pre-Conference Seminar, Tbilisi, Georgia.

Crooke, A. H. D., & Moreno-Almeida, C. (2017). “It’s good to know something real and all that”: Exploring the benefits of a school-based Hip Hop program. Australian Journal of Music Education, 51(2), 13-28.

McFerran, K. S., Crooke, A. H. D., & Hattie, J. (2017). Understanding sustainability in school arts provision: stakeholder perspectives in Australian primary schools. Music Education Research, 28(3), 342-359. doi:10.1080/14613808.2017.1409203

Gold, C., Saarikallio, S., Crooke, A. H. D., & McFerran, K. S. (2017). Group music therapy as a preventive intervention for young people at risk: cluster-randomized trial. Journal of Music Therapy, 54(2), 133-160. doi:10.1093/jmt/thx002

Crooke, A. H. D. (2016). Extrinsic versus intrinsic benefits: Challenging categories used to define the value of music in schools. Voices: A World Forum for Music Therapy, 16(2). doi:10.15845/voices.v16i2.875

Crooke, A. H. D., Smyth, P., & McFerran, K. S. (2016). The psychosocial benefits of school music: reviewing policy claims. Journal of Music Research Online, 7, 1-15.

Crooke, A. H. D., & McFerran, K. S. (2015). Barriers and enablers for implementing music in Australian schools: The perspective of four principals. British Journal of Education, Society & Behavioural Science, 7(1), 25-41. doi:10.9734/BJESBS/2015/16090

Crooke, A. H. D., & McFerran, K. S. (2014). Recommendations for the investigation and delivery of music programs aimed at achieving psychosocial wellbeing benefits in mainstream schools. Australian Journal of Music Education(1), 27-49. Retrieved from https://files.eric.ed.gov/fulltext/EJ1061963.pdf

Crooke, A. H., Reid, S. C., Kauer, S. D., McKenzie, D. P., Hearps, S. J., Khor, A. S., & Forbes, A. B. (2013). Temporal mood changes associated with different levels of adolescent drinking: Using mobile phones and experience sampling methods to explore motivations for adolescent alcohol use. Drug and Alcohol Review, 32(3), 262-268. doi:10.1111/dar.12034

Acknowledgement of Country

Change Indicators acknowledges the sovereignty of the First Nations peoples on whose lands we live and work. Our consultancy operates on the unceded lands of the Wurundjeri, Woi Wurrung, and Boon Wurrung peoples of the eastern Kulin Nations. We pay our deepest respects to their Elders past, present, and emerging, and we honor their ongoing connection to land, water, and community. We are committed to working in solidarity with First Nations communities, recognising the importance of cultural sustainability and justice in all our work.