The Oxford handbook of music education

著者

• McPherson, Gary E.
• Welch, Graham

書誌事項

The Oxford handbook of music education

edited by Gary E. McPherson and Graham F. Welch

Oxford University Press, c2012

• v. 1
• v. 2

注記

Includes bibliographical references and index

内容説明・目次

巻冊次

v. 1 ISBN 9780199730810

内容説明

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.

目次

• 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
• Graca Mota and Sergio 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 Ternstrom, 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

巻冊次

v. 2 ISBN 9780199928019

内容説明

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. While the first volume primarily focuses on children during school-age years, this second collects an international list of contributors to explore how music learning takes place outside of the traditional classroom environment. Discussing a range of issues such as music education for the special needs population, music learning in adulthood, and music learning through media and technology these chapters help to broaden conceptions of music and musical involvement. 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.

目次

• Handbook Preface
• Acknowledgments
• External referees
• Section 1: Special Abilities, Special Needs
• Section Editor: Adam Ockelford
• Chapter 1: Commentary: Special abilities, special needs
• Adam Ockelford
• Chapter 2: Mapping musical development in learners with the most complex needs: The Sounds of Intent project
• Adam Ockelford and Graham Welch
• Chapter 3: Exceptional musical abilities: Musical prodigies
• Gary E. McPherson and Andreas C. Lehmann
• Chapter 4: A fresh look at music therapy in Special Education
• Katrina McFerran and Cochavit Elefant
• Chapter 5: Inclusive music classrooms and programs
• Judith A. Jellison
• Chapter 6: Preparing for the future: Music students with Special Education needs in school and community life
• Alice-Ann Darrow and Mary S. Adamek
• Section 2: Music in the Community
• Section Editor: David Elliott
• Chapter 7: Commentary: Music in the community
• David J. Elliott
• Chapter 8: The community within community music
• Lee Higgins
• Chapter 9: Community music and social capital
• Patrick M. Jones and Thomas W. Langston
• Chapter 10: Community music therapy
• Kenneth Aigen
• Chapter 11: Community music and social justice: Reclaiming love
• Marissa Silverman
• Chapter 12: Sonic hospitality: Migration, community and music
• Helen Phelan
• Chapter 13: At-risk youth: Music-making as a means to promote positive relationships
• Mary L. Cohen, Laya Silber , Andrea Sangiorgio and Valentina Iadeluca
• Chapter 14: Fast forward: Emerging trends in community music
• Kari K. Veblen and Janice L. Waldron
• Section 3: Adult Learning Within A Lifespan Context
• Section Editors: David E. Myers and Chelcy L. Bowles
• Chapter 15: Commentary: Adult learning within a lifespan context
• David E. Myers
• Chapter 16: Elders and music: Empowering learning, valuing life experience, and considering the needs of aging adult learners
• William M. Dabback and David S. Smith
• Chapter 17: Adult music learning in formal, nonformal, and informal contexts
• Kari K. Veblen
• Chapter 18: Music teacher education: Crossing generational borders
• Jody L. Kerchner and Carlos R. Abril
• Chapter 19: The role of higher education in fostering musically engaged adults
• Chelcy L. Bowles and Janet L. Jensen
• Chapter 20: Lifelong learning for professional musicians
• Rineke Smilde
• Chapter 21: An international perspective on music education for adults
• John Drummond
• Section 4: Musical Creativity as Practice
• Section Editor: Pam Burnard
• Chapter 22: Commentary: Musical creativity as practice
• Pamela Burnard
• Chapter 23: Empathy and creativity in group musical practices: Towards a concept of empathic creativity
• Ian Cross, Felicity Laurence, Tal-Chen Rabinowitch
• Chapter 24: Intercultural tensions and creativity in music
• Eva Saether with Alagi Mbye and Reza Shayesteh
• Chapter 25: Communal creativity as socio-musical practice
• Eleni Lapidaki, Rokus de Groot and Petros Stagkos
• Chapter 26 Assessing creativity in music: International perspectives and practices
• Samuel Leong, Pamela Burnard, Neryl Jeanneret, Bo Wah Leung, Carole Waugh
• Chapter 27: Creativity in partnership practices
• Bernadette D. Colley, Randi Margrethe Eidsaa, Ailbhe Kenny and Bo Wah Leung
• Section 5: Music Learning and Teaching Through Technology
• Section Editor: Evangelos Himonides
• Chapter 28: Commentary: Music learning and teaching through technology
• Evangelos Himonides
• Chapter 29: The misunderstanding of music-technology-education: A meta perspective
• Evangelos Himonides
• Chapter 30: Technology and the educator
• Ross Purves
• Chapter 31: The student prince: Music-making with technology
• Andrew King
• Chapter 32: Driving forward technology's imprint on music education
• Jonathan Savage
• Section 6: Media, Music and Education
• Section Editor: Matthew Thibeault
• Chapter 33: Commentary: Media, music and education
• Matthew D. Thibeault
• Chapter 34: Music education in the postperformance world
• Matthew D. Thibeault
• Chapter 35: Let's Play! Learning music through video games and virtual worlds
• Evan S. Tobias
• Chapter 36: Collaborative digital media performance with generative music systems
• Andrew R. Brown and Steven C. Dillon
• Chapter 37: Music learning and new media in virtual and online environments
• S. Alex Ruthmann and David G. Hebert
• Section 7: Critical Reflections and Future Action
• Section Editor: Gary McPherson and Graham Welch
• Chapter 38: Commentary: Critical reflections and future action
• Gary E. McPherson and Graham F. Welch
• Chapter 39: Politics, policy and music education
• Hal Abeles
• Chapter 40: Instrumental teachers and their students: Who's in the driving seat?
• Nick Beach
• Chapter 41: University professors and the entrepreneurial spirit
• Liora Bresler
• Chapter 42: Pride and professionalism in music education
• Richard Colwell
• Chapter 43: Pondering the grand experiment in public music education
• Robert A. Cutietta
• Chapter 44: Music education and some of its sub-fields: Thoughts about future priorities
• Lucy Green
• Chapter 45: Music education - An unanswered question
• Wilfried Gruhn
• Chapter 46: Improving primary teaching - Minding the gap
• Sarah Hennessy
• Chapter 47: International music education: Setting up a global information system
• Liane Hentschke
• Chapter 48: The responsibility of research in defining the profession of music education
• Christopher M. Johnson
• Chapter 49: Constructing communities of scholarship in music education
• Estelle R. Jorgensen
• Chapter 50: Internationalising music education
• Andreas C. Lehmann
• Chapter 51: Emotion in music education
• Richard Letts
• Chapter 52: Music education from a slightly outside perspective
• Hakan Lundstrom
• Chapter 53: Research issues in personal music identification
• Cliff Madsen
• Chapter 54: Preparation, perseverance, and performance in music: Views from a program of educational psychology research
• Andrew J. Martin
• Chapter 55: Music therapy in schools: An expansion of traditional practice
• Katrina McFerran
• Chapter 56: Embracing new digital technologies - Now and into the future
• Bradley Merrick
• Chapter 57: Challenges for research and practices of music education
• Bengt Olsson
• Chapter 58: All theoried up and nowhere to go
• Bennett Reimer
• Chapter 59: Make research, not war: Methodologies and music education research
• Wendy L. Sims
• Chapter 60: The preparation of music teacher educators: A critical link
• David J. Teachout
• Chapter 61: Music and the arts: As ubiquitous and fundamental as the air we breathe
• Rena Upitis
• Chapter 62: There is nothing complex about a correlation coefficient
• Peter R. Webster
• Chapter 63: Dewey's bastards: Music, meaning, and politics
• Paul Woodford

「Nielsen BookData」 より

詳細情報

• NII書誌ID(NCID): BB10313364
• ISBN:
  • 9780199730810
  • 9780199928019
• LCCN: 2012014270
• 出版国コード: us
• タイトル言語コード: eng
• 本文言語コード: eng
• 出版地: New York
• ページ数/冊数: 2 v.
• 大きさ: 26 cm
• 分類:
  • LCC : MT1
  • DC23 : 780.71
• 件名:
  • LCSH : Music -- Instruction and study