Description
Book SynopsisThis 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 iden
Table of Contents
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 ó pez- Í ñ 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 æ 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
