1st Edition

Routledge International Handbook of Music Psychology in Education and the Community

Edited By Andrea Creech, Donald A. Hodges, Susan Hallam Copyright 2021
    528 Pages 24 B/W Illustrations
    by Routledge

    528 Pages 24 B/W Illustrations
    by Routledge

    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.

    PART I

    Introduction and context


    Andrea Creech and Donald A. Hodges

    1 The social functions of music: Communication, Wellbeing, Art, Ritual, Identity and Social networks (C- WARIS)

    Raymond MacDonald

    2 Ruminations on music psychology research

    Donald A. Hodges

    3 The wider cognitive benefi ts of engagement with music

    Sylwia Holmes

    4 The wider personal and social benefi ts of engagement with music

    Albi Odendaal and Donald A. Hodges

    5 The health benefi ts of engaging with music

    Gunter Kreutz and Urs Nater


    Processing and responding to music 81


    Andrea Creech and Donald A. Hodges

    6 Musical processing across the life course

    Wilfried Gruhn

    7 Responses to music

    Robert Fulford, Alinka Greasley and Karen Burland

    8 Listening to, evaluating and appraising music

    Alexandra Lamont

    9 Musical preferences

    Alexandra Lamont and David Hargreaves


    Acquiring specifi c music skills


    Donald A. Hodges and Andrea Creech

    10 Conceptions of musical ability and the expertise paradigm

    Jane W. Davidson and Stephanie MacArthur

    11 Transformational models of music learning

    Maria Varvarigou and Andrea Creech

    12 Learning to play an instrument

    Katie Zhukov

    13 Through singing to music across the life course

    Annabel J. Cohen

    14 Acquiring skills in music technology

    Ross Purves and Evangelos Himonides

    15 Community music learning and creativity

    Beatriz Ilari, Susan Helfter and Peter Webster

    16 Motivation and developing a musical identity

    Maria Spychiger

    17 The role of music performance through the life course

    Ioulia Papageorgi

    18 Health issues for those participating in musical activities

    Bronwen Ackermann


    Pedagogy in education and community music


    Donald A. Hodges and Andrea Creech

    19 Music pedagogy for large group teaching: The conductor-educator

    Wendy K. Matthews

    20 Working with and in small groups

    Elaine King

    21 Musical engagement in one- to- one contexts

    Helena Gaunt, Guadalupe L ó pez- Í ñ iguez and Andrea Creech

    22 Additional needs and disability in musical learning: Issues and pedagogical considerations

    David Baker

    23 Holding multiple musical identities: The portfolio musician

    Jennifer Rowley, Anna Reid and Dawn Bennett

    24 The role of formative and summative assessment in musical learning and participation

    Mathieu Boucher and Andrea Creech

    PART V

    Support for musical learning


    Donald A. Hodges and Andrea Creech

    25 The role of the family in supporting musical learning

    Stephen F. Zdzinski

    26 The role of peers in supporting learning in music

    Siw Graabr æ k Nielsen and Guro Gravem Johansen

    27 The role of technology in mediating collaborative learning in music

    Aaron Liu- Rosenbaum and Andrea Creech


    Future directions


    Donald A. Hodges and Andrea Creech

    28 Implications for research and practice 1

    Donald A. Hodges and Andrea Creech

    29 Implications for research and practice 2

    Andrea Creech and Donald A. Hodges



    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.