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Routledge International Handbook of Music Psychology in Education and the Community

Andrea Creech (Redaktør) ; Donald A. Hodges (Redaktør) ; Susan Hallam (Redaktør)

This handbook provides an evidence-based account of psychological perspectives on issues in music education and music in the community through the life course, exploring our understanding of music learning and participation across contexts. Les mer
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Legg i
Vår pris: 3206,-

(Innbundet) Fri frakt!
Leveringstid: Sendes innen 21 dager

Om boka

This handbook provides an evidence-based account of psychological perspectives on issues in music education and music in the community through the life course, exploring our understanding of music learning and participation across contexts.


The contributors draw on multidisciplinary research from different cultures and contexts in order to set out the implications of music psychology for music education and music in the community. Highlighting the intersecting issues across education and community contexts, the book proposes new theories as well as offering important refinements to existing conceptual models. Split into six parts, it considers the role of music in society as well as for groups and individuals, and explores topics such as processing and responding to music; pedagogical and musical practices that support or pose challenges to the emotional, cognitive, social or physical wellbeing of learners and participants in a range of contexts; and 'music in identity' or 'identity in music'. With the final part on future directions and the implications for professional practice in music education and music in the community, the book concludes by exploring how the two sectors might work more closely together within a post-COVID-19 world.


Based on cutting-edge research from an international team, this is essential reading for anyone interested in music psychology, education and community, and it will be particularly helpful for undergraduate and graduate students in music psychology, music education and community music.

Fakta

Innholdsfortegnelse

PART I


Introduction and context


Introduction


Andrea Creech and Donald A. Hodges


1 The social functions of music: Communication, Wellbeing, Art, Ritual, Identity and Social networks (C- WARIS)


Raymond MacDonald


2 Ruminations on music psychology research


Donald A. Hodges


3 The wider cognitive benefi ts of engagement with music


Sylwia Holmes


4 The wider personal and social benefi ts of engagement with music


Albi Odendaal and Donald A. Hodges


5 The health benefi ts of engaging with music


Gunter Kreutz and Urs Nater


PART II


Processing and responding to music 81


Introduction


Andrea Creech and Donald A. Hodges


6 Musical processing across the life course


Wilfried Gruhn


7 Responses to music


Robert Fulford, Alinka Greasley and Karen Burland


8 Listening to, evaluating and appraising music


Alexandra Lamont


9 Musical preferences


Alexandra Lamont and David Hargreaves


PART III


Acquiring specifi c music skills


Introduction


Donald A. Hodges and Andrea Creech


10 Conceptions of musical ability and the expertise paradigm


Jane W. Davidson and Stephanie MacArthur


11 Transformational models of music learning


Maria Varvarigou and Andrea Creech


12 Learning to play an instrument


Katie Zhukov


13 Through singing to music across the life course


Annabel J. Cohen


14 Acquiring skills in music technology


Ross Purves and Evangelos Himonides


15 Community music learning and creativity


Beatriz Ilari, Susan Helfter and Peter Webster


16 Motivation and developing a musical identity


Maria Spychiger


17 The role of music performance through the life course


Ioulia Papageorgi


18 Health issues for those participating in musical activities


Bronwen Ackermann


PART IV


Pedagogy in education and community music


Introduction


Donald A. Hodges and Andrea Creech


19 Music pedagogy for large group teaching: The conductor-educator


Wendy K. Matthews


20 Working with and in small groups


Elaine King


21 Musical engagement in one- to- one contexts


Helena Gaunt, Guadalupe L o pez- I n iguez and Andrea Creech


22 Additional needs and disability in musical learning: Issues and pedagogical considerations


David Baker


23 Holding multiple musical identities: The portfolio musician


Jennifer Rowley, Anna Reid and Dawn Bennett


24 The role of formative and summative assessment in musical learning and participation


Mathieu Boucher and Andrea Creech


PART V


Support for musical learning


Introduction


Donald A. Hodges and Andrea Creech


25 The role of the family in supporting musical learning


Stephen F. Zdzinski


26 The role of peers in supporting learning in music


Siw Graabr ae k Nielsen and Guro Gravem Johansen


27 The role of technology in mediating collaborative learning in music


Aaron Liu- Rosenbaum and Andrea Creech


PART VI


Future directions


Introduction


Donald A. Hodges and Andrea Creech


28 Implications for research and practice 1


Donald A. Hodges and Andrea Creech


29 Implications for research and practice 2


Andrea Creech and Donald A. Hodges


Om forfatteren

Andrea Creech is Professor of Music Pedagogy at the Schulich School of Music, McGill University, Canada. Following an international music performance career, Andrea was awarded a PhD in Psychology in Education from the Institute of Education, University of London, UK, where she subsequently was appointed Reader in Education. Andrea's research has covered a wide range of issues in formal and informal music education contexts, including interpersonal dynamics, informal learning, inclusion, lifelong learning and music for positive youth development.





Donald A. Hodges, formerly Distinguished Professor of Music at the University of North Carolina Greensboro, USA, is the author of Music in the Human Experience (2020, 2011) and A Concise Survey of Music Philosophy (2017). His research efforts have included a series of brain imaging studies of pianists, conductors and singers using PET and fMRI.





Susan Hallam is Emerita Professor of Education and Music Psychology at the UCL Institute of Education, UK. She was awarded an MBE in 2015 for her services to music education, a lifelong achievement award in 2020 for music and drama education, and subsequently life-long honorary membership of the British Psychological Society, the International Society for Music Education, MusicMark and the Society for Education, Music and Psychology Research (Sempre). Her research is based in psychology and education with particular emphases on music, learning and disaffection.