1st Edition
Routledge International Handbook of Music Psychology in Education and the Community
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
Introduction
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
PART II
Processing and responding to music 81
Introduction
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
PART III
Acquiring specifi c music skills
Introduction
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
PART IV
Pedagogy in education and community music
Introduction
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
Introduction
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
PART VI
Future directions
Introduction
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
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.
