Routledge International Handbook of Music Psychology in Education and the Commun

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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.

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Publisher Description

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.

Author Biography

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.

Table of Contents

PART IIntroduction and context Introduction Andrea Creech and Donald A. Hodges1 The social functions of music: Communication, Wellbeing, Art, Ritual, Identity and Social networks (C- WARIS) Raymond MacDonald2 Ruminations on music psychology research Donald A. Hodges3 The wider cognitive benefi ts of engagement with music Sylwia Holmes4 The wider personal and social benefi ts of engagement with music Albi Odendaal and Donald A. Hodges5 The health benefi ts of engaging with music Gunter Kreutz and Urs NaterPART IIProcessing and responding to music 81Introduction Andrea Creech and Donald A. Hodges6 Musical processing across the life course Wilfried Gruhn7 Responses to music Robert Fulford, Alinka Greasley and Karen Burland8 Listening to, evaluating and appraising music Alexandra Lamont9 Musical preferences Alexandra Lamont and David HargreavesPART IIIAcquiring specifi c music skills Introduction Donald A. Hodges and Andrea Creech10 Conceptions of musical ability and the expertise paradigm Jane W. Davidson and Stephanie MacArthur11 Transformational models of music learning Maria Varvarigou and Andrea Creech12 Learning to play an instrument Katie Zhukov13 Through singing to music across the life course Annabel J. Cohen14 Acquiring skills in music technology Ross Purves and Evangelos Himonides15 Community music learning and creativity Beatriz Ilari, Susan Helfter and Peter Webster16 Motivation and developing a musical identity Maria Spychiger17 The role of music performance through the life course Ioulia Papageorgi18 Health issues for those participating in musical activities Bronwen AckermannPART IVPedagogy in education and community music Introduction Donald A. Hodges and Andrea Creech19 Music pedagogy for large group teaching: The conductor-educator Wendy K. Matthews20 Working with and in small groups Elaine King21 Musical engagement in one- to- one contexts Helena Gaunt, Guadalupe L ó pez- Í ñ iguez and Andrea Creech22 Additional needs and disability in musical learning: Issues and pedagogical considerations David Baker23 Holding multiple musical identities: The portfolio musician Jennifer Rowley, Anna Reid and Dawn Bennett24 The role of formative and summative assessment in musical learning and participation Mathieu Boucher and Andrea CreechPART VSupport for musical learning Introduction Donald A. Hodges and Andrea Creech25 The role of the family in supporting musical learning Stephen F. Zdzinski26 The role of peers in supporting learning in music Siw Graabr æ k Nielsen and Guro Gravem Johansen27 The role of technology in mediating collaborative learning in music Aaron Liu- Rosenbaum and Andrea CreechPART VIFuture directions Introduction Donald A. Hodges and Andrea Creech28 Implications for research and practice 1 Donald A. Hodges and Andrea Creech29 Implications for research and practice 2 Andrea Creech and Donald A. Hodges

Details ISBN0367769816 Author Susan Hallam Language English ISBN-10 0367769816 ISBN-13 9780367769819 Pages 512 Publisher Taylor & Francis Ltd Series Routledge International Handbooks Year 2023 Publication Date 2023-01-09 UK Release Date 2023-01-09 Imprint Routledge Place of Publication London Country of Publication United Kingdom Edited by Susan Hallam Illustrations 14 Tables, black and white; 13 Line drawings, black and white; 11 Halftones, black and white; 24 Illustrations, black and white AU Release Date 2023-01-09 NZ Release Date 2023-01-09 Format Paperback Alternative 9780367271800 DEWEY 781.11 Audience Tertiary & Higher Education We've got this

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