This Festschrift honors the career of Charles P. Schmidt on the occasion of his retirement from the Indiana University Jacobs School of Music. His main research focus has been the social-psychology of music education, including the subtopics of motivation in music learning, applied music teaching behaviors, and personality and cognitive styles in music teaching and learning. The chapters in this volume recognize the influence of Schmidt as a researcher, a research reviewer, and a research mentor, and contribute to the advancement of the social-psychological model and to research standards in music education. These themes are developed by a stunning cast of music education scholars, including Hal Abeles, Don Coffman, Mary Cohen, Robert Duke, Patricia Flowers, Donna Fox, Victor Fung, Joyce Gromko, Jere Humphreys, Estelle Jorgensen, Anthony Kemp, Barbara Lewis, Clifford Madsen, Lissa May, Peter Miksza, Rudolf Radocy, Joanne Rutkowski, Wendy Sims, Keith Thompson, Kevin Watson, and Stephen Zdzinski. Their writings are presented in three sections: Social-Psychological Advances in Music Education, Social Environments for Music Education, and Advancing Effective Research in Music Education. This collection, edited by Patrice Madura Ward-Steinman, will prove invaluable for students and faculty in search of important research questions and models of research excellence.
'Advances in Social-Psychology and Music Education Research is a significant addition to the ever-growing body of music education literature. Its timely topics and its well-written chapters by many of the field's best authors make this an important holding in any music educator's professional library. Charles P. Schmidt's friends, colleagues, and students have indeed honored him in this significant document for music education.' Edward P. Asmus, University of Miami, USA 'A fascinating and important text that makes a major contribution to advancing music education research. Also, a very rewarding and enjoyable read.' Raymond MacDonald, Glasgow Caledonian University, UK '… these twenty illuminating chapters provide a broad overview of the current state of music education research and, more importantly, what we can do to make it better and more relevant. This is obviously a book aimed at academics, but it could provide an important reference base for teachers embarking on research. Although most chapters are written within the context of music teaching in the USA, many of the messages have a universal relevance.' Teaching Music '[This] deftly assembled compendium serves as both an eloquent tribute to one of the most influential figures in contemporary music education [Charles P. Schmidt] and … a vital précis of the subject's accelerating development.' Music Teacher
Contents: Preface; Part I Social-Psychological Advances in Music Education: Toward a social-psychological model of musical ability, Charles P. Schmidt; Advances in the social-psychology of music teaching and learning: one facet of Charles P. Schmidt's teaching and research, Peter Miksza and Kevin E. Watson; Designing effective music studio instruction, Hal Abeles; Changing learners: the nature of expertise in music teaching, Robert A. Duke and Da-Laine Chapman; University non-major student reactions to music appreciation course content and instructional methods, Barbara E. Lewis; Nonverbal measurement of responsiveness to music, Clifford K. Madsen; The Seashore-Mursell debate on the psychology of music revisited, Estelle R. Jorgensen; A journey in search for meaning, Anthony Kemp. Part II Social Environments for Music Education: Development of a social environment of instruction model for music education, Stephen F. Zdzinski; Fourth graders' use of probability reasoning in predicting personal outcomes during music class, Patricia J. Flowers; Choir in prison: the relationship of psychological needs to perceptions of meaning in music, Joyce Eastlund Gromko and Mary L. Cohen; A content analysis of band repertoire performed at the Indiana State School Music Association state concert organization finals, 1985-2010, Lissa Fleming May; Observations about occupational identity among public school music teachers: past and present, Jere T. Humphreys. Part III Advancing Effective Research in Music Education: Charles Schmidt: a quality reviewer, Rudolf E. Radocy; Ethical issues in music education research publishing: the research publication/presentation code of ethics, Wendy L. Sims; Diversity of dissertation topics in music education supervised by experienced advisors in the United States, C. Victor Fung; Cited quantitative research articles in music education research journals, 1990-2005: a content analysis of selected studies, Joanne Rutkowski, Keith P. Thompson and Yi-
The theme for the series is the psychology of music, broadly defined. Topics include (i) musical development at different ages, (ii) exceptional musical development in the context of special educational needs, (iii) musical cognition and context, (iv) culture, mind and music, (v) micro to macro perspectives on the impact of music on the individual (from neurological studies through to social psychology), (vi) the development of advanced performance skills and (vii) affective perspectives on musical learning. The series presents the implications of research findings for a wide readership, including user-groups (music teachers, policy makers, parents) as well as the international academic and research communities. This expansive embrace, in terms of both subject matter and intended audience (drawing on basic and applied research from across the globe), is the distinguishing feature of the series, and it serves SEMPRE’s distinctive mission, which is to promote and ensure coherent and symbiotic links between education, music and psychology research.