Description
Book SynopsisThe two-volume Oxford Handbook of Music Performance provides the most comprehensive and authoritative resource for musicians, educators and scholars currently available. It is aimed primarily for practicing musicians, particularly those who are preparing for a professional career as performers and are interested in practical implications of psychological and scientific research for their own music performance development; educators with a specific interestor expertise in music psychology, who will wish to apply the concepts and techniques surveyed in their own teaching; undergraduate and postgraduate students who understand the potential of music psychology for informing music education; and researchers in the area of music performance who consider it importantfor the results of their research to be practically useful for musicians and music educators.
Table of ContentsIntroduction: Gary E. McPherson Section 1: Development and Learning - Section Editor Gary E. McPherson 1. The origins of musical expertise: Alexander P. Burgoyne, David Z. Hambrick & Lauren Julius Harris 2. Musical potential, giftedness and talent development: Gary E. McPherson, Jennifer Blackwell & Sue Hallam 3. Readiness for learning to perform: Jennifer Blackwell (& Gary E. McPherson 4. Talent development in music: Daniel Müllensiefen; Aaron Kozbelt; Paula M. Olszewski-Kubilius; Rena Subotnik; Frank Worrell; & Franzis Preckel 5. Self-directed learning strategies: Self-directed learning strategies: Kelly A. Parkes 6. High impact teaching mindframes: Gary E. McPherson & John Hattie Section 2: Proficiencies - Section Editor Peter Miksza 7. Practice: Peter Miksza 8. Playing by ear: Warren Haston & Gary E. McPherson 9. Sight-reading: Katie Zhukov & Gary E. McPherson 10. Improvisation: Raymond MacDonald 11. Memorization: Jane Ginsborg 12. Conducting: Steven Morrison & Brian A. Silvey 13. Musical expression: Emery Schubert 14. Body movement: Jane Davidson Section 3: Performance Practices - Section Editor Jane Davidson 15. Performance practices for Baroque and Classical repertoire: Dorottya Fabian 16. Performance practices for Romantic and Modern repertoire: Neal Peres Da Costa ( 17. New music: Performance institutions and practices: Ian Pace 18. Emotion and performance practices: Stephanie Rocke, Jane Davidson & Frederic Kiernan 19. Musical creativity in performance: Dylan van der Schyff & Andrea Schiavio 20. Performing in the studio: Mark Slater 21. Diversity, inclusion and empowerment: Tawnya Smith & Karin Hendricks Section 4: Psychology - Section Editor Paul Evans 22. Self-regulated learning music microanalysis: Gary E. McPherson 23. Self-determination theory: Paul Evans & Richard Ryan 24. Personality and individual differences: Emese Hruska & Arielle Bonneville-Roussy 25. Buoyancy, resilience, and adaptability: Andrew Martin & Paul Evans 26. Identity and the performing musician: Jane Oakland & Raymond MacDonald 27. Synesthesia and music performance: Solange Glasser Index
