{"product_id":"routledge-international-handbook-of-music-psychology-in-education-and-the-community-9780367769819","title":"Routledge International Handbook of Music","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis 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.\u003c\/p\u003e\u003cp\u003eThe 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\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003ePART I\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eIntroduction and context \u003c\/p\u003e\u003cp\u003eIntroduction \u003c\/p\u003e\u003cp\u003eAndrea Creech and Donald A. Hodges\u003c\/p\u003e\u003cp\u003e1 The social functions of music: Communication, Wellbeing, Art, Ritual, Identity and Social networks (C- WARIS) \u003c\/p\u003e\u003cp\u003eRaymond MacDonald\u003c\/p\u003e\u003cp\u003e2 Ruminations on music psychology research \u003c\/p\u003e\u003cp\u003eDonald A. Hodges\u003c\/p\u003e\u003cp\u003e3 The wider cognitive benefi ts of engagement with music \u003c\/p\u003e\u003cp\u003eSylwia Holmes\u003c\/p\u003e\u003cp\u003e4 The wider personal and social benefi ts of engagement with music \u003c\/p\u003e\u003cp\u003eAlbi Odendaal and Donald A. Hodges\u003c\/p\u003e\u003cp\u003e5 The health benefi ts of engaging with music \u003c\/p\u003e\u003cp\u003eGunter Kreutz and Urs Nater\u003c\/p\u003e\u003cp\u003ePART II\u003c\/p\u003e\u003cp\u003eProcessing and responding to music 81\u003c\/p\u003e\u003cp\u003eIntroduction \u003c\/p\u003e\u003cp\u003eAndrea Creech and Donald A. Hodges\u003c\/p\u003e\u003cp\u003e6 Musical processing across the life course \u003c\/p\u003e\u003cp\u003eWilfried Gruhn\u003c\/p\u003e\u003cp\u003e7 Responses to music \u003c\/p\u003e\u003cp\u003eRobert Fulford, Alinka Greasley and Karen Burland\u003c\/p\u003e\u003cp\u003e8 Listening to, evaluating and appraising music \u003c\/p\u003e\u003cp\u003eAlexandra Lamont\u003c\/p\u003e\u003cp\u003e9 Musical preferences \u003c\/p\u003e\u003cp\u003eAlexandra Lamont and David Hargreaves\u003c\/p\u003e\u003cp\u003ePART III\u003c\/p\u003e\u003cp\u003eAcquiring specifi c music skills \u003c\/p\u003e\u003cp\u003eIntroduction \u003c\/p\u003e\u003cp\u003eDonald A. Hodges and Andrea Creech\u003c\/p\u003e\u003cp\u003e10 Conceptions of musical ability and the expertise paradigm \u003c\/p\u003e\u003cp\u003eJane W. Davidson and Stephanie MacArthur\u003c\/p\u003e\u003cp\u003e11 Transformational models of music learning \u003c\/p\u003e\u003cp\u003eMaria Varvarigou and Andrea Creech\u003c\/p\u003e\u003cp\u003e12 Learning to play an instrument \u003c\/p\u003e\u003cp\u003eKatie Zhukov\u003c\/p\u003e\u003cp\u003e13 Through singing to music across the life course \u003c\/p\u003e\u003cp\u003eAnnabel J. Cohen\u003c\/p\u003e\u003cp\u003e14 Acquiring skills in music technology \u003c\/p\u003e\u003cp\u003eRoss Purves and Evangelos Himonides\u003c\/p\u003e\u003cp\u003e15 Community music learning and creativity \u003c\/p\u003e\u003cp\u003e\u003ci\u003eBeatriz Ilari, Susan Helfter and Peter Webster\u003c\/i\u003e\u003c\/p\u003e\u003cp\u003e16 Motivation and developing a musical identity \u003c\/p\u003e\u003cp\u003eMaria Spychiger\u003c\/p\u003e\u003cp\u003e17 The role of music performance through the life course \u003c\/p\u003e\u003cp\u003eIoulia Papageorgi\u003c\/p\u003e\u003cp\u003e18 Health issues for those participating in musical activities \u003c\/p\u003e\u003cp\u003eBronwen Ackermann\u003c\/p\u003e\u003cp\u003ePART IV\u003c\/p\u003e\u003cp\u003ePedagogy in education and community music \u003c\/p\u003e\u003cp\u003eIntroduction \u003c\/p\u003e\u003cp\u003eDonald A. Hodges and Andrea Creech\u003c\/p\u003e\u003cp\u003e19 Music pedagogy for large group teaching: The conductor-educator \u003c\/p\u003e\u003cp\u003eWendy K. Matthews\u003c\/p\u003e\u003cp\u003e20 Working with and in small groups \u003c\/p\u003e\u003cp\u003eElaine King\u003c\/p\u003e\u003cp\u003e21 Musical engagement in one- to- one contexts \u003c\/p\u003e\u003cp\u003eHelena Gaunt, Guadalupe L ó pez- Í ñ iguez and Andrea Creech\u003c\/p\u003e\u003cp\u003e22 Additional needs and disability in musical learning: Issues and pedagogical considerations \u003c\/p\u003e\u003cp\u003eDavid Baker\u003c\/p\u003e\u003cp\u003e23 Holding multiple musical identities: The portfolio musician \u003c\/p\u003e\u003cp\u003eJennifer Rowley, Anna Reid and Dawn Bennett\u003c\/p\u003e\u003cp\u003e24 The role of formative and summative assessment in musical learning and participation \u003c\/p\u003e\u003cp\u003eMathieu Boucher and Andrea Creech\u003c\/p\u003e\u003cp\u003ePART V\u003c\/p\u003e\u003cp\u003eSupport for musical learning \u003c\/p\u003e\u003cp\u003eIntroduction \u003c\/p\u003e\u003cp\u003eDonald A. Hodges and Andrea Creech\u003c\/p\u003e\u003cp\u003e25 The role of the family in supporting musical learning \u003c\/p\u003e\u003cp\u003eStephen F. Zdzinski\u003c\/p\u003e\u003cp\u003e26 The role of peers in supporting learning in music \u003c\/p\u003e\u003cp\u003eSiw Graabr æ k Nielsen and Guro Gravem Johansen\u003c\/p\u003e\u003cp\u003e27 The role of technology in mediating collaborative learning in music \u003c\/p\u003e\u003cp\u003eAaron Liu- Rosenbaum and Andrea Creech\u003c\/p\u003e\u003cp\u003ePART VI\u003c\/p\u003e\u003cp\u003eFuture directions \u003c\/p\u003e\u003cp\u003eIntroduction \u003c\/p\u003e\u003cp\u003eDonald A. Hodges and Andrea Creech\u003c\/p\u003e\u003cp\u003e28 Implications for research and practice 1 \u003c\/p\u003e\u003cp\u003eDonald A. Hodges and Andrea Creech\u003c\/p\u003e\u003cp\u003e29 Implications for research and practice 2 \u003c\/p\u003e\u003cp\u003eAndrea Creech and Donald A. Hodges\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":51018070131031,"sku":"9780367769819","price":39.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780367769819.jpg?v=1750775539","url":"https:\/\/bookcurl.com\/products\/routledge-international-handbook-of-music-psychology-in-education-and-the-community-9780367769819","provider":"Book Curl","version":"1.0","type":"link"}