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Routledge International Handbook of Music Psychology in Education and the Community



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ISBN 9780367271800
May 26, 2021 Forthcoming by Routledge
528 Pages 24 B/W Illustrations

 
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Book 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 multi-disciplinary 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 sections, 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 the relationship of ‘music in identity’ or ‘identity in music’. With a final section 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 will be particularly helpful for undergraduate and graduate students in music psychology, music education and community music.

Table of Contents

Acknowledgements

Section 1: Introduction and Context

Introduction

Andrea Creech and Donald Hodges 

  1. The Social Functions of Music: Communication, Wellbeing, Art, Ritual, Identity and Social Networks (C-WARIS)
  2. Raymond MacDonald

  3. Ruminations on Music Psychology Research
  4. Donald A. Hodges

  5. The Wider Cognitive Benefits of Engagement with Music   
  6. Sylwia Holmes 

  7. The Wider Personal and Social Benefits of Engagement with Music 
  8. Albi Odendaal and Donald A. Hodges 

  9. The Health Benefits of Engaging with Music
  10. Gunter Kreutz and Urs Nater

    Section 2: Processing and Responding to Music  

    Introduction

    Andrea Creech and Donald Hodges 

  11. Musical Processing across the Lifecourse
  12. Wilfried Gruhn

  13. Responses to Music 
  14. Robert Fulford, Alinka Greasley and Karen Burland 

  15. Listening to, Evaluating and Appraising Music 
  16. Alexandra Lamont   

  17. Musical Preferences 
  18. Alexandra Lamont and David Hargreaves  

    Section 3: Acquiring Specific Music Skills

    Introduction

    Donald A. Hodges and Andrea Creech 

  19. Conceptions of Musical Ability and the Expertise Paradigm 
  20. Jane Davidson and Stephanie MacArthur 

  21. Transformational Models of Music Learning 
  22. Maria Varvarigou and Andrea Creech 

  23. Learning to Play an Instrument 
  24. Katie Zhukov 

  25. Through Singing to Music across the Lifecourse 
  26. Annabel Cohen 

  27. Acquiring Skills in Music Technology 
  28. Ross Purves and Evangelos Himonides

  29. Community Music Learning and Creativity 
  30. Beatriz Ilari, Susan Helfter and Peter Webster 

  31. Motivation and Developing a Musical Identity 
  32. Maria Spychiger  

  33. The Role of Music Performance through the Lifecourse 
  34. Ioulia Papageorgi 

  35. Health Issues for those Participating in Musical Activities 
  36. Bronwen Ackermann 

    Section 4: Pedagogy in Education and Community Music 

    Introduction

    Donald Hodges and Andrea Creech 

  37. Music Pedagogy for Large Group Teaching: The Conductor-Educator
  38. Wendy K. Matthews

  39. Working with and in Small Groups 
  40. Elaine King 

  41. Musical Engagement in one-to-one Contexts 
  42. Helena Gaunt, Guadalupe López-Íñiguez and Andrea Creech 

  43. Additional Needs and Disability in Musical Learning: Issues and Pedagogical Considerations
  44. David Baker 

  45. Holding Multiple Musical Identities: The Portfolio Musician 
  46. Jennifer Rowley, Anna Reid and Dawn Bennett  

  47. The Role of Formative and Summative Assessment in Musical Learning and Participation  
  48. Mathieu Boucher and Andrea Creech  

    Section 5: Support for Musical Learning

    Introduction

    Donald Hodges and Andrea Creech 

  49. The Role of the Family in Supporting Musical Learning 
  50. Stephen Zdzinski 

  51. The Role of Peers in Supporting Learning in Music
  52. Siw Graabræk Nielson and Guro Gravem Johansen  

  53. The Role of Technology in Mediating Collaborative Learning in Music
  54. Aaron Liu-Rosenbaum and Andrea Creech 

    Section 6: Future directions

    Introduction

    Donald Hodges and Andrea Creech 

  55. Implications for Research and Practice 1
  56. Donald Hodges and Andrea Creech

  57. Implications for research and practice 2

         Andrea Creech and Donald Hodges

Index

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Editor(s)

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 for her services to music education in 2015, a lifelong achievement music and drama education award in 2020, and subsequently life-long honorary membership of the British Psychological Society, the International Society for Music Education, MusicMark and SEMPRE. Her research is based in psychology and education with particular emphases on music, learning and disaffection.