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Music Psychology in Education
The psychological study of music has a long history, with research being undertaken in relation to every aspect of human musical behaviour. Although much of the research is of direct concern to music educators, it has not until now been presented in an easily accessible, single volume. Music Psychology in Education presents a comprehensive overview of the field, beginning with the function of music in society – its origins, nature and purposes, taking account of cross-cultural perspectives. Individual chapters then focus on the psychological underpinnings of the elements of music education: music, the brain and learning; early development; musical ability; listening, appraising and responding to music; composing and improvising; learning to play an instrument and develop vocal skills; learning through practice; motivation and musical identity; assessment; teachers and teaching; the impact of music through life. Music Psychology in Education will be of interest to students training to be instrumental and class teachers, and to all teachers wishing to further their understanding of teaching and learning.
Psychology of Music
Approx.542 pages
Perspectives on School Effectiveness and School Improvement
This collection of papers presents the debate between supporters and critics of the school effectiveness movement. School effectiveness research explores the different contributions schools make to pupils' learning and the factors that make some schools more successful than others. Politically influential, helping to shape the education policies of the two main parties, it has also been used at a practical level to generate programmes and policies for school improvement. Members of the Institute of Education's School Effectiveness and Improvement Centre (ISEIC), which leads the field in research in this area, contribute papers to this volume that both describe the research and reply to criticisms of it, while other contributors from both within and outside the Institute provide philosophical, sociological and cross-cultural critiques, which are challenged in an Endpiece by Peter Mortimore and Pam Sammons.
The Oxford Handbook of Music Psychology
The second edition of The Oxford Handbook of Music Psychology updates the original landmark text and provides a comprehensive review of the latest developments in this fast-growing area of research. Covering both experimental and theoretical perspectives, each of the 11 sections is edited by an internationally recognised authority in the area. The first ten parts present chapters that focus on specific areas of music psychology: the origins and functions of music; music perception, responses to music; music and the brain; musical development; learning musical skills; musical performance; composition and improvisation; the role of music in everyday life; and music therapy. In each part author...
Music and Familiarity
Familiarity underpins our engagement with music. This book highlights theoretical and empirical considerations about familiarity from three perspectives: listening, musicology and performance. Part I, ’Listening’, addresses familiarity as it relates to listeners’ behaviour and responses to music, specifically in regulating our choice and exposure to music on a daily basis; how we get to know music through regular listening; how comfortable we feel in a Western concert environment; and music’s efficacy as a pain-reliever. Part II, ’Musicology’ exposes the notion of familiarity from varied stances, including appreciation of music in our own and other cultures through ethnomusicolog...
Psychology of Music
How does music affect our moods? What is the best way to develop musical skills? How does the definition of music vary between cultures? The Psychology of Music explores the important impact music has on our everyday lives, and its influence on society, groups and individual people. It demonstrates how music can benefit our intellectual functioning, and health and well-being, and examines musical ability as both a gift and something that can be developed through learning and practice. Music can enhance our understanding of humanity and modern life and The Psychology of Music shows us the significance of music, and the power it can have over our behaviour.
The Developmental Psychology of Music
This book sets out the psychological basis of musical development in children and adults. The study has two major objectives: to review the research findings, theories and methodologies relevant to the developmental study of music; and to offer a framework within which these can be organised so as to pave the way for future research. It describes the relationship between thinking and music, and discusses the relationship between thinking and music in pre-schoolers and schoolchildren in areas such as singing, aesthetic appreciation, rhythmic and melodic development, and the acquisition of harmony and tonality. The book describes the development of musical taste, and discusses the questions of musical creativity, and of the social psychology of musical taste and fashion. As a comprehensive study of the links between developmental psychology and music education, Hargreaves' work demonstrates the practical and theoretical importance of psychological research on the process underlying children's musical perception, cognition and performance.
New Approaches in Applied Musicology
This book presents four extended essays that are rooted in the growing interdisciplinary field of applied musicology, in which music theory – in particular, the zygonic conjecture – is used to inform thinking in the domains of music psychology, music education and music therapy research. It is essential reading for academics and postgraduate students working in these fields. The topics covered include a new study on the emergence of musical abilities in the early years, using the Sounds of Intent framework of musical development; an exploration of how the Sounds of Intent model can be extended to map how people with learning difficulties engage in creative multisensory activities; an investigation of the expectations generated on hearing a piece of music more than once evolve in cognition, using evidence from a musical savant; and a report on the effect on listeners of repeated exposure to a novel melody. Data are drawn from the findings of postgraduate and postdoctoral projects. It is hoped that this exciting new work will act as a catalyst in the emerging field of applied musicological research, and bring recognition to a group of new young academics.
Personhood and Music Learning
Personhood and Music Learning edited by Susan O’Neill is a scholarly but accessible exploration of personal action and experience across diverse music learning contexts. It offers interesting and challenging insights into persons making meaning and connections with music—critical for understanding choices and decisions that impact people’s lives. Perspectives and narratives by 25 authors from around the world focus on: musicians, composers and conductors; music teaching and learning with children and adolescents; music education research and professional practice. This book aims to recast theories of personhood in relation to music learning, reassert the person into multiple narratives, and restore the centrality of personhood to music education theory, research and practice. Students and researchers internationally, as well as music educators in all areas of professional practice, will find in these pages thought-provoking ideas with profound implications for envisioning the future of music education.
