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The Oxford Handbook of Music Education, Volume 1
Edited by Gary E. McPherson and Graham F. Welch
880 pages
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171x248mm
978-0-19-973081-0
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Hardback
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13 September 2012
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- Features contributors at the forefront of music education from around the world
- Recognizes that music education occurs in many contexts, both formal and informal
- Updates and redefines music education as a discipline through innovative principles and approaches to music learning and teaching
Music education takes place in many contexts, both formal and informal. Be it in a school or music studio, while making music with friends or family, or even while travelling in a car, walking through a shopping mall or watching television, our myriad sonic experiences accumulate from the earliest months of life to foster our facility for making sense of the sound worlds in which we live. The Oxford Handbook of Music Education offers a comprehensive overview of the many facets of musical experience, behavior and development in relation to this diverse variety of contexts. In this first of
two volumes, an international list of contributors discuss a range of key issues and concepts associated with music learning and teaching. The volume then focuses on these processes as they take place during childhood, from infancy through adolescence and primarily in the school-age years. Exploring how children across the globe learn and make music and the skills and attributes gained when they do so, these chapters examine the means through which music educators can best meet young people's musical needs. The second volume of the set brings the exploration beyond the classroom and into later life. Whether they are used individually or in tandem, the two volumes of The Oxford Handbook of Music Education update and redefine the discipline, and show how individuals across the world learn,
enjoy and share the power and uniqueness of music.Readership: Music teachers, students and scholars of music education, and educational administrators and policy makers.
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Edited by Gary E. McPherson, Dean, School of Music, The University of Melbourne, Australia, and Graham F. Welch, Chair of Music Education, Institute of Education, University of London and Deputy Dean of the Institute's Faculty of Culture and Pedagogy, UK Gary E. McPherson is Ormond Chair and Director of the Melbourne Conservatorium of Music, University of Melbourne. He is editor of The Science and Psychology of Music Performance (OUP, 2002, with Richard Parncutt) and The Child as Musician: A Handbook of Musical Development (2006).
Graham Welch is Chair of Music Education at the Institute of Education, University of London and Deputy Dean of the Institute's Faculty of Culture and Pedagogy. He is elected Chair of the internationally based Society for Education, Music and Psychology Research (SEMPRE) and President of the International Society for Music Education (ISME). His publications number over two 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. Contributors:
Mayumi Adachi, Hokkaido University
Randall Everett Allsup, Teachers College, Columbia
University in New York City
Janet R. Barrett, Bienen School of Music, Northwestern University
Margaret S. Barrett, School of Music, The University of Queensland, Australia.
Brydie-Leigh Bartleet, Queensland Conservatorium
Alfredo Bautista, University of Victoria
Robert Burke, Monash University
James L. Byo, Louisiana State University
Jean Callaghan
Lily Chen-Hafteck, Kean University
Don D. Coffman, University of Iowa
Richard Colwell
Andrea Creech, Institute of Education, London; Open University
Jane Davidson, University of Western Australia
Sharon G. Davis, Loudoun County Public Schools, Leesburg, Virginia
George M. DeGraffenreid, California State University, Los Angeles.
Robert A. Duke, The University of Texas at Austin
David J. Elliott, New York University
Steven M. Demorest, University of Washington
Steve C. Dillon, Queensland University of Technology
Robert Edwin
Shirlee Emmons
Magne I. Espeland, Stord/Haugesund University College
Sam Evans, Melbourne Tabla School; Monash University
Martin
Fautley, Birmingham City University
Sergio L. F. Figueiredo, State University of Santa Catarina, Brazil
Helena Gaunt, Guildhall School of Music & Drama, London
Wilfried Gruhn, University of Music Freiburg, Germany
Susan Hallam, Institute of Education, London
David Hargreaves, Roehampton University
Eve Harwood, University of Illinois, Urbana-Champaign
Lee Higgins, Boston University
Donald A. Hodges, University of North Carolina, Greensboro
Jere T. Humphreys, Arizona State University
Beatriz Ilari, University of Southern California
Neryl Jeanneret, Melbourne Graduate School of Education
Harald Jers, Cologne University of Music
Harald Jørgensen, Norwegian Academy of Music, Oslo
Margaret Kartomi, Monash University
Reinhard Kopiez, Hanover University of Music and Drama, Germany
William R. Lee, University of Tennessee, Chattanooga
Andreas C. Lehmann, Hochschule für Musik Würzburg
Chee-Hoo Lum, National Institute of Education, Singapore
Raymond MacDonald, Glasgow Caledonian University
Stephen Malloch, MARCS Auditory Laboratories at UWS
Esther Mang, Hong
Kong Baptist University
Kathryn Marsh, Sydney Conservatorium of Music, University of Sydney
Marie McCarthy, University of Michigan
Gary E. McPherson, Melbourne Conservatorium of Music
Dorothy Miell, BSc., PhD., CPsychol., University of Edinburgh
Steven J. Morrison, University of Washington
Graça Mota, Polytechnic Institute, Porto; CIPEM (Research Center in Psychology of Music and Music Education).
Bruno Nettl, University of Illinois
John Nix, University of Texas-San Antonio
Oscar Odena, University of Hertfordshire
Suzie O'Neill, Faculty of
Education, Simon Fraser University, Vancouver, Canada
Ioulia Papageorgi, Institute of Education, University of London
Kenneth H. Phillips, Gordon College; The University of Iowa
Chris Philpott, University of Greenwich
Lisa Popeil
Johnmarshall Reeve, Korea University, Seoul, South Korea
James Renwick, Sydney Conservatorium of Music (SCM), University of Sydney
John W. Richmond, University of Nebraska-Lincoln
Carlos Xavier Rodriguez, University of Michigan
Nelson Roy, The University of Utah
S. Alex Ruthmann, University of Massachusetts, Lowell
Robert T. Sataloff, Drexel University College of Medicine
Huib Schippers, Queensland Conservatorium, Griffith University
Frederick A. Seddon, University of Northampton
Patricia Shehan Campbell, University of Washington
Eric Shieh, Metropolitan Expeditionary Learning School, "School for a Sustainable City", New York City
Gary Spruce, The Open University
Johannella Tafuri, Conservatoire of Bologna
Sten Ternström, KTH, Stockholm
Sandra E. Trehub, University of Toronto
Colwyn Trevarthen, University of Edinburgh
Kari K. Veblen,
University of Western Ontario
Michael Webb, Sydney Conservatorium of Music, The University of Sydney
Graham Welch, Institute of Education, University of London
Heidi Westerlund, Sibelius Academy
Ruth M Wright, University of Western Ontario
Jackie Wiggins, Oakland University
Jenevora Williams, National Youth Choirs of Great Britain.
Michael D. Worthy, University of Mississippi, Oxford
Susan Young, Exeter University
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Handbook Preface
Acknowledgments
External referees
Section 1: Music education and the role of music in people's lives
Section Editor: Graham F. Welch and Gary E. McPherson
Chapter 1: introduction and commentary: Music education and the role of music in people's lives
Graham F. Welch and Gary E. McPherson
Chapter 2: Music's place in education
Wayne Bowman
Chapter 3: International perspectives
Marie McCarthy
Chapter 4: A philosophy of music education
David J. Elliott
Chapter 5: Cultural diversity: Beyond 'songs from every land'
Huib Schippers and Patricia Shehan Campbell
Chapter 6: Some contributions of ethnomusicology
Bruno Nettl
Chapter 7: Musical identities mediate musical development
David J. Hargreaves, Raymond MacDonald and Dorothy Miell
Chapter 8: Supporting motivation in music education
Authors: James M. Renwick and Johnmarshall Reeve
Chapter 9: Becoming a music learner: Towards a theory of transformative music engagement
Susan A. O'Neill
Chapter 10: Initiating music programs in new contexts: In search of a democratic music education
Graça Mota and Sérgio Figueiredo
Chapter 11: Implications of neurosciences and brain research for music teaching and learning
Donald Hodges and Wilfried Gruhn
Section 2: Music learning and teaching in infancy and early childhood
Section Editor: Margaret Barrett
Chapter 12: Commentary: Music learning and teaching in infancy and early childhood
Margaret S. Barrett
Chapter 13: Musical lives of infants
Mayumi Adachi (Japan) and Sandra E. Trehub
Chapter 14: Musicality and musical culture: Sharing narratives of sound from early childhood
Colwyn Trevarthen and Stephen Malloch
Chapter 15: Music and language in early childhood development and learning
Lily Chen-Hafteck and Esther Mang
Chapter 16: Musical participation from birth to three: Towards a global perspective
Susan Young and Beatriz Ilari
Chapter 16: Creative meaning-making in infants' and young children's musical cultures
Margaret S. Barrett and Johannella Tafuri
Section 3: Music learning and teaching during childhood: Ages 5-12
Section Editor: Kathryn Marsh
Chapter 17: Commentary: Music learning and teaching during childhood: Ages 5-12
Kathryn Marsh
Chapter 18: Children's ways of learning inside and outside the classroom
Eve Harwood and Kathryn Marsh
Chapter 19: Creating in music learning contexts
Jackie Wiggins and Magne Espeland
Chapter 20: Meaningful connections in a comprehensive approach to the music curriculum
Janet R. Barrett and Kari K. Veblen
Chapter 21: Multiple worlds of childhood: Culture and the classroom
Chee-Hoo Lum and Kathryn Marsh
Chapter 22: Music education in the generalist classroom
Neryl Jeanneret and George DeGraffenreid
Chapter 23: Instrumental ensemble learning and performance in primary school
Sharon G. Davis (USA)
Section 4: Music learning and teaching during adolescence: Ages 12-18
Section Editor: Oscar Odena and Gary Spruce
Chapter 24: Commentary: Music learning and teaching during adolescence: Ages 12-18
Gary Spruce and Oscar Odena
Chapter 25: Teaching, learning and curriculum content
Chris Philpott and Ruth Wright
Chapter 26: Youth culture and secondary education
Randall Everett Allsup, Heidi Westerlund and Eric Shieh
Chapter 27: Assessment in the secondary music classroom
Martin Fautley and Richard Colwell
Chapter 28: The community music facilitator and school music education
Lee Higgins and Brydie-Leigh Bartleet
Chapter 29: Creativity in the secondary music classroom
Oscar Odena
Chapter 30: Technology in the lives and schools of adolescents
S. Alex Ruthmann and Steven C. Dillon
Section 5: Vocal and Choral Music
Section Editor: John Nix
Chapter 31: Commentary: Vocal and choral music
John Nix
Chapter 32: Solo voice pedagogy
Jean Callaghan, Shirlee Emmons and Lisa Popeil
Chapter 33: Group and ensemble vocal music
Sten Ternström, Harald Jers and John Nix
Chapter 34: The young singer
Ken Phillips , Jenevora Williams and Robert Edwin
Chapter 35: The older singer
Robert T. Sataloff and Jane Davidson
Chapter 36: Voice health and vocal education
John Nix and Nelson Roy
Section 6: Instrumental Music
Section Editor - Susan Hallam
Chapter 37: Commentary: Instrumental music
Susan Hallam
Chapter 38: Processes of instrumental learning: The development of musical expertise
Susan Hallam and Alfredo Bautista
Chapter 39: Practice
Andreas C. Lehmann and Harald Jorgensen
Chapter 40: The changing face of individual instrumental tuition: Value, purpose and potential
Andrea Creech and Helena Gaunt
Chapter 41: Building musicianship in the instrumental classroom
Robert A. Duke and James L. Byo
Chapter 42: Psychological and physiological aspects of learning to perform
Ioulia Papageorgi and Reinhard Kopiez
Chapter 43: Musical instrument learning, music ensembles, and musicianship in a global and digital age
Frederick Seddon and Michael Webb
Chapter 44: The role of bodily movement in learning and performing music: Applications for education
Jane Davidson
Section 7: Ensembles
Section Editor - Jere T. Humphreys
Chapter 45: Commentary: Ensembles
Jere T. Humphreys
Chapter 46: The sociology and policy of ensembles
John W. Richmond
Chapter 47: North American school ensembles
William R. Lee with Michael D. Worthy
Chapter 48: Once from the top: Reframing the role of the conductor in ensemble teaching
Steven J. Morrison and Steven M. Demorest
Chapter 49: Community music ensembles
Don Coffman and Lee Higgins
Chapter 50: Youth orchestras
Margaret Kartomi
Chapter 51: Popular music ensembles
Carlos Xavier Rodriguez
Chapter 52: Pathways to learning and teaching Indigenous and World Music ensembles
Robert Burke and Sam Evans
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The specification in this catalogue, including without limitation price, format, extent, number of illustrations, and month of publication, was as accurate as possible at the time the catalogue was compiled. Occasionally, due to the nature of some contractual restrictions, we are unable to ship a specific product to a particular territory. Jacket images are provisional and liable to change before publication.
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