New Approaches in Applied Musicology: A Common Framework for Music Education and Psychology Research, 1st Edition (Hardback) book cover

New Approaches in Applied Musicology

A Common Framework for Music Education and Psychology Research, 1st Edition

By Adam Ockelford, Graham Welch

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328 pages | 284 B/W Illus.

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Hardback: 9781472473585
pub: 2020-02-19
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Description

This book is essential reading for those working in the fields of music psychology or music education research. A novel applied-musicological approach is applied to the analysis of data, which enables genuinely musical insights to emerge in a range of real-life contexts in which engagement with music occurs. The topics covered include a new study on pattern detection in music, an exploration of the expectations generated through groups of notes, an investigation into the cognitive processes involved in rehearing pieces, a consideration of the learning strategies used by a musical savant, an attempt ot gauge the level of intentionality present in the improvisations of a boy with autism, a study of the impact of gender on children's group improvisation, a report on research into the relationship between music, language and autism, and the presentation of a new model on the emergence of musical abilities in the early years. The emphasis is on researchers who are new to the field, extending the findings of postgraduate and postdoctoral projects. Each chapter has a concise, reflective epilogue written by an established researcher, placing the new thinking in a broader context. It is hoped that this exciting new work will act as a catalyst in the emerging field of empirical musicological research, and bring recognition to a group of new young academics.

Table of Contents

New Approaches in Applied Musicology:

Common Framework for Music Education and Psychology

Adam Ockelford, Graham Welch,

Angela Voyajolu, Hayley Trower and Ruth Grundy

Contents

 

 

  1. Introduction
  2. Graham Welch and Adam Ockelford

  3. The emergence of musical abilities in the early years: a perspective using the Sounds of Intent model
  4. Adam Ockelford and Angela Voyajolu

  5. Extending the Sounds of Intent model of musical development to explore how people with learning difficulties engage in creative multisensory activities
  6. Adam Ockelford

  7. Expectancies generated on hearing a piece of music on more than one occasion: evidence
  8. from a musical savant

    Adam Ockelford and Ruth Grundy

  9. Exploring the effect of repeated listening to a novel melody: a zygonic approach
  10. Adam Ockelford and Hayley Trower

  11. Conclusion

Graham Welch and Adam Ockelford

About the Authors

Adam Ockelford is Professor of Music at Roehampton University, where he directs the Applied Music Research Centre. He is widely published in music psychology, education, theory and aesthetics, and has particular interests in special educational needs and the development of exceptional abilities; learning, memory and creativity; the cognition of musical structure and the construction of musical meaning.

Graham Welch holds the Institute of Education, University of London Established Chair of Music Education. He is elected Chair of the internationally based Society for Education, Music and Psychology Research (SEMPRE), Immediate Past President of the International Society for Music Education (ISME) and past Co-Chair of the Research Commission of ISME. Publications number over three hundred and embrace musical development and music education, teacher education, the psychology of music, singing and voice science, and music in special education and disability.

About the Series

SEMPRE Studies in The Psychology of Music

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.

 

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
MUS000000
MUSIC / General