| The first experiences of music students with Dalcroze-inspired activities: A phenomenological study L Van Der Merwe Psychology of Music 43 (3), 390-406, 2015 | 73 | 2015 |
| A conceptual model of spirituality in music education L Van der Merwe, J Habron Journal of Research in Music Education 63 (1), 47-69, 2015 | 54 | 2015 |
| A conceptual study of spirituality in selected writings of Émile Jaques-Dalcroze J Habron, L Van der Merwe International Journal of Music Education 35 (2), 175-188, 2017 | 26 | 2017 |
| Young children and spirituality: understanding children’s connectedness in a group music class N Elsabe, V der Merwe Liesl International journal of Children's Spirituality, 1-17, 2016 | 26* | 2016 |
| Phenomenology in five music education journals: Recent use and future directions D Joubert, L Van der Merwe International Journal of Music Education 38 (3), 337-351, 2020 | 17 | 2020 |
| The Dalcroze diamond: A theory of spiritual experiences in Dalcroze Eurhythmics L Van der Merwe, J Habron Music Education Research 21 (4), 426-440, 2019 | 17 | 2019 |
| Stories of the role musicking plays in coping with the COVID-19 pandemic in South Africa L van der Merwe, E Erasmus, J Morelli, H Potgieter, J Modise, E Viviers, ... Psychology of Music 50 (4), 1059-1076, 2022 | 12 | 2022 |
| Exploring lived experiences of spirituality amongst five Dalcroze teachers L Van der Merwe, J Habron Psychology of Music 48 (2), 163-181, 2020 | 10 | 2020 |
| An interpretative phenomenological analysis of the lived musical experiences of three Williams syndrome individuals E Erasmus, L Van der Merwe Psychology of Music 45 (6), 781-794, 2017 | 9 | 2017 |
| Learning about the world: developing higher order thinking in music education J Kruger, L Van der Merwe TD: The Journal for Transdisciplinary Research in Southern Africa 8 (1), 63-80, 2012 | 9 | 2012 |
| Exploring the lived experiences of instrumental ensemble performers with Dalcroze Eurhythmics: an interpretative phenomenological analysis C Wentink, L Van der Merwe Frontiers in Psychology 11, 336, 2020 | 8 | 2020 |
| Exploring the meanings that stakeholders of the Brandfort community ascribe to their experiences of a Dalcroze-inspired workshop L Van der Merwe, JWN Tempelhoff, D Joubert International Journal of Community Music 12 (2), 249-267, 2019 | 8 | 2019 |
| Evaluating conceptual progression of music assessment standards in the Learning Area Arts and Culture (Grades R-9): accredited article L Van der Merwe musicus 37 (2), 13-31, 2009 | 8 | 2009 |
| The “how to” of History teaching with and through music in the GET Phase L Van der Merwe MAY NO1, 2007, 2007 | 8 | 2007 |
| Assessment in the learning area Arts and culture: a South African perspective L Van der Merwe Journal of Research in Teacher Education 2 (14), 51-68, 2007 | 7* | 2007 |
| Stories students tell about their lived experiences of spirituality in the Dalcroze class J Habron, L Van der Merwe British Journal of Music Education 37 (2), 125-139, 2020 | 6 | 2020 |
| Ritualised belonging: Musicing and spirituality in the South African context J Boyce-Tillman, L Van der Merwe, J Morelli Peter Lang, 2021 | 5 | 2021 |
| ‘Ritmik och kollektivt lärande’: collective learning in a Swedish choir as a community of musical practice through Dalcroze-inspired activities M Pretorius, L van der Merwe Music Education Research 21 (5), 582-595, 2019 | 4 | 2019 |
| Exploring interaction rituals during Dalcroze-Inspired musicing at Oak Tree care home for the elderly: An ethnography. Van der Merwe, L., Wentink, C. Morelli, J. Ritualised Belonging: Musicing and Spirituality in the South African Context …, 2021 | 3* | 2021 |
| Exploring lived experiences of relationality during participatory performances of sacred musics at a care home for the elderly. C Van der Merwe, L., Morelli, J., Wentink Authentic Connection., pp. 128-140., 2021 | 3* | 2021 |
John Habron-JamesRoyal Northern College of MusicVerified email at rncm.ac.uk
