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دانلود کتاب Routledge International Handbook of Music Psychology in Education and the Community
دانلود کتاب راهنمای بین المللی روانشناسی موسیقی روتلج در آموزش و پرورش و جامعه
مشخصات کتاب
Routledge International Handbook of Music Psychology in Education and the Community
ویرایش:
نویسندگان: Andrea Creech. Donald A. Hodges and Susan Hallam
سری: Routledge International Handbooks
ISBN (شابک) : 2020051421, 9780367769819
ناشر: Routledge
سال نشر: 2020
تعداد صفحات: [529]
زبان: English
فرمت فایل : PDF (درصورت درخواست کاربر به PDF، EPUB یا AZW3 تبدیل می شود)
حجم فایل: 96 Mb
قیمت کتاب (تومان) : 36,000
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فهرست مطالب
Cover Half Title Title Page Copyright Page Table of Contents Figures Tables Boxes Contributors Acknowledgements Part I Introduction and Context Introduction 1 The Social Functions of Music: Communication, Wellbeing, Art, Ritual, Identity and Social Networks (c-waris) C-WARIS Communication Music and Wellbeing – W Music and Art – A Music and Ritual – R Music and Identity – I Music and Social Networks – S Theoretical Considerations Conclusion Suggestions For Further Reading References 2 Ruminations On Music Psychology Research R1. What Is Music Psychology, and Who Conducts Music Psychology Research? R2. Interactions Between Philosophy and Music Psychology R3. The Triumvirate of Theory, Research and Practice R4. Basic and Applied Research R5. Quantitative and Qualitative Research R6. Formal and Informal Music Experiences R7. Global Perspectives R8. Toward a Cultural Music Psychology R9. Replications R10. A Music Psychology Research Collaboratory Implications For Future Research Suggestions For Further Reading References 3 The Wider Cognitive Benefits of Engagement With Music Listening to Music and Cognitive Performance Active Participation in Music and Cognition Musicians and Non-musicians Intellectual Development Executive Functioning Auditory Skills, Reading and Literacy Spatial-temporal Reasoning and Mathematics Disadvantaged Students Adults and Older People Implications For Music Education and Music in the Community and Further Directions For Research Suggestions For Further Reading References 4 The Wider Personal and Social Benefits of Engagement With Music Infants and Children Adolescents and Young Adults Adults Older Adults Implications For Research and Practice in Music Education and Music in the Community Note Suggestions For Further Reading References 5 The Health Benefits of Engaging With Music Demographics of Amateur Singing and Instrumental Ensembles Models of Engaging With Music and Wellbeing Human Stress and Immune Responses Psychobiological Effects of Singing and Playing Instruments Singing Playing Instruments Educational Settings Older Adulthood Brain Health Conclusions Suggestions For Further Reading References Part II Processing and Responding to Music Introduction References 6 Musical Processing Across the Life Course Introduction Prenatal Development and Early Childhood The Formation of the Musical Mind: Emerging Cognitive Abilities During Schooling Music Processing in the Mature Brain Models of Cognitive Representation and Neural Processing Neuroplasticity Music and Language Performance and Practice Auditory Imagery, Audiation and Memory Absolute Pitch Sight-reading Perception and Action Demands and Opportunities in the Third and Fourth Ages Conclusion Suggestions For Further Reading References 7 Responses to Music Theoretical Perspectives Early Years Adolescence Adulthood Older Adults Summary Implications For Music Practitioners Conclusions and Future Steps Suggestions For Further Reading References 8 Listening to, Evaluating and Appraising Music Hearing, Listening, Appraising and Evaluating the Listening Experience Background Music Self-chosen Music While Doing Other Activities Just Listening Listening, Appraising and Evaluating the Performing Experience Factors Influencing Listening Skills How to Enhance Engagement Concluding Remarks Suggestions For Further Reading References 9 Musical Preferences Definitions Music and Listener Over Time: Age-related Patterns of Development Genres and Styles of Music Over Time Early Childhood Adolescence Adulthood Preference and Specific Pieces of Music Other Individual Differences Open-earedness Context Concluding Remarks Suggestions For Further Reading References Part III Acquiring Specific Music Skills Introduction Reference 10 Conceptions of Musical Ability and the Expertise Paradigm Defining Musical Ability Measuring Musical Ability Expertise Model of Musical Ability Musical Prodigies Biological Bases of Musical Ability Musical Abilities in the Everyday Lives of Everyday People Musical Failures Sustaining Musical Ability Musical Abilities Appraised Finding the Key to Stimulating Musical Abilities Note Suggestions For Further Reading References 11 Transformational Models of Music Learning Transformative Learning Facets of Transformative Learning Transformative Learning in Music Transformative Learning in Formal, Informal and Non-formal contexts: Case Study Examples Formal Contexts Informal Contexts Non-formal Contexts Implications For Music Education and Music in the Community Implications For Research Notes Suggestions For Further Reading References 12 Learning to Play An Instrument Instrument Choice Reasons For Dropping Out Student Learning Styles Informal Self-directed Music Learning Learning Later in Life Reading Notation Playing By Ear Acquisition of Technical Skills Sight-reading Approaches to Practising Time Practising Quality of Practice and Strategy Use Practising in Ensembles Implications For Education and Music in the Community Suggestions For Further Reading References 13 Through Singing to Music Across the Life Course Evolutionary and Historical Considerations Complex Processes Underlying Singing Development of Singing Across the Lifespan Infancy and Preschool Years Adolescence Emerging and Later Adulthood Summary of this Section Singing Together Methodological Issues Singing Versus Playing a Musical Instrument: Does Singing Match Up? The Need to Maintain Singing Skills Into Adulthood Theoretical Framework That Accommodates the Discontinuities in Singing Behaviour Conclusion: From Theory to the Practice of Singing For All Notes Suggestions For Further Reading References 14 Acquiring Skills in Music Technology Music Technology Skills As ‘learning Outcomes’: Behaviourist Perspectives Developing Music Technology ‘skills’ Through Holistic Learning Experiences: Constructivist Perspectives Developing Music Technology ‘skills’ in a World of Metacognition and Metalearning Conclusion Issues For Further Research Implications For Education and Music in the Community Note Suggestions For Further Reading References 15 Community Music Learning and Creativity Community Music and Creativeness Scholarship On Creativity and Its Relationship to Community Music Research Exemplars: Creativity Scholarship Three Waves of Research in the Modern Era Waves 1 and 2 (focus On Individual Difference) Wave 3 (sociocultural Influences) Music Teaching and Learning Scholarship Single Monographs/research Studies Collected Studies in Edited Volumes Themes and Connections Themes Connections Creative Engagement, Community Music and the Early Years of Life Case Study: Batucrim, Brazil Creative Music Engagement in School-age Children in Community Settings Case Study: Segni Mossi, Italy Case Study: Cantonese Opera, Hong Kong Creative Music Engagement By Adults Case Study: Lullaby Project-nl, Canada Case Study: Foxes and Fossils, United States Case Study: Guitars For Vets, United States Conclusions and Recommendations For Future Research Notes Suggestions For Further Reading References 16 Motivation and Developing a Musical Identity Motivation to Achieve and to Reach Professional Levels of Musical Expertise Expectancy-value Theories The Risk Preference Model Motivational Beliefs and the Role of Societal Norms Perseverance, Self-defining Goals and the Possibility of Symbolic Self-expansion Motivation For Self-completion Musical Self-concept and Identity in Music Needs Satisfaction Theories Music Engagement in Everyone’s and Everyday Life Individual Life Course and Societal Contexts of Music Engagement Music in Identity Music As a Reserve Capacity Functions of Music Summary and Outlook An Amendment to the Three Basic Needs in the Theory of Motivation Personal Experience and Sharing the Values of Music Implications For Contemporary Education Suggestions For Further Reading References 17 The Role of Music Performance Through the Life Course Music Training and Cognitive Development Intellectual Development Memory Spatial Reasoning Association Between Music Participation and Academic Skills Mathematics Language and Literacy Academic Achievement Effects of Engagement With Music On Educational Motivation Music Making and Socio-emotional Development Social Inclusion Emotional Intelligence Mental Health and Wellbeing Effects of Active Music-making On Prosocial Behaviour Community Music Interventions to Support At-risk Individuals Conclusion Issues For Further Research Implications For Education and Music in the Community Suggestions For Further Reading References 18 Health Issues For Those Participating in Musical Activities Health Issues Across the Lifespan Performance-related Musculoskeletal Problems in Musicians Practice Habits General Health Posture and Music Performance Biomechanics Vocal Issues Neurological Health Issues Injury Prevention and Management Psychological Health Issues Music Performance Anxiety Depression Chronic Pain Hearing Health Issues Self-efficacy Health Literacy Conclusion Suugestions For Further Reading References Part IV Pedagogy in Education and Community Music Introduction References 19 Music Pedagogy For Large Group Teaching: The Conductor-educator Music Pedagogy For Large Group Teaching: The Conductor-educator Non-verbal Communication Music-making in the Rehearsal Motivating the Ensemble Teaching Throughout the Lifespan Teaching the Beginner Teaching the Adolescent Teaching the Emerging Adult Teaching the Adult Conclusions Suggestions For Future Research Suggestions For Further Reading References 20 Working With and in Small Groups Defining “small” Group Work Working With Small Groups (supervised) Leading and Facilitating Composing and Songwriting With Young People Singing and Performing With Students and Adults Music-making With Older People Working in Small Groups (unsupervised) Leading and Teamworking Communicating Peer-to-peer Learning Conclusion Issues For Further Research Implications For Education and Music in the Community Suggestions For Further Reading References 21 Musical Engagement in One-to-one Contexts Theoretical Framework Contexts Early Years Primary School Age Group Young People – Pre Professional Training Young Adults – Professional Training Adults – Independent Adults Learning in the Community and older Adults With More Complex Needs Conclusion Notes Suggestions For Further Reading References 22 Additional Needs and Disability in Musical Learning: Issues and Pedagogical Considerations Additional Needs Reflecting On Disability: Causes and Categories Causes Categories Learning Difficulties Terminology and Deficits Selected Models Religious Model Medical Model Social Model Pedagogical Considerations The School Music Curriculum: Distinguishing Disability From Additional Support Needs Some General Considerations For Disability and Music An Example of Music and Disability: Visual Impairment Visually Impaired Musicians’ Lives Music Pedagogy and the Visually Impaired Facilitating Ensemble Participation With a Haptic Technology Conclusion Notes Suggestions For Further Reading References 23 Holding Multiple Musical Identities: The Portfolio Musician Musician Identity Identity Management Theoretical Framework Research Approach Sample and Procedures Analysis Findings Implications For Research and Practice in Music Education and music in the Community Conclusion Suggestions For Further Reading References 24 The Role of Formative and Summative Assessment in Musical Learning and Participation Summative Or Formative Assessment of Musical Learning and Development: Intertwined Practices Self-regulated Learning The Acquisition of Musical Self-regulation Skills Supporting Self-regulated Learning With Self- and Peer Assessment Self- and Peer Assessment in the Context of Community Music Making Using Audio and Visual Technology to Support Self- and Peer Assessment in Music Learning and Participation Implications For Education and Music in the Community Implications For Research Suggestions For Further Reading References Part V Support For Musical Learning Introduction References 25 The Role of the Family in Supporting Musical Learning Models of Family Support Educational Family Support Models Music-specific Family Support Models Childhood Music Learning School-based Music Learning Music Performance Study Lifespan Influences Behavioural Support Cognitive Support Personal Support Intergenerational Music-making Encouraging Family Musical Support Implications Issues For Further Research Suggestions For Further Reading References 26 The Role of Peers in Supporting Learning in Music The Role of Peers in Learning Peers in the Zone of Proximal Development Making Vicarious Experiences The Impact of Peers On Musical Learning Peer Learning in Formal and Informal Contexts Distinctions of Formal and Informal Learning Informal Learning in Formal Contexts Informal Learning Trajectories Among Professional Musicians Peers in Preschool Music Education Peer Learning in Instrumental Tuition Specialised Pre-college Music Education Private Studios/music Schools/municipal Schools Peer Learning in Higher Music Education Web-supported Peer Learning Conclusion Suggestions For Further Research Implications For Music Education Note Suggestions For Further Reading References 27 The Role of Technology in Mediating Collaborative Learning in Music A Sociocultural Perspective On Collaborative technology-mediated Learning Social Connectedness and Technology-mediated Collaborative music Learning and Participation Context 1: Early Childhood Context 2: Adult Music Learning and Participation in the Community Context 3: Higher Education Digital Technology As a Tool That Mediates Collaborative composition Practices Context 4: Professional Development and Work-based Learning in Music Conclusion Note Suggestions For Further Reading References Part VI Future Directions Introduction 28 Implications For Research and Practice 1 A Four-phase View of Music Psychology Research Music in a Time of Covid-19 Performing and Teaching During a Pandemic Music Psychology Research in a Pandemic Singing Instruments Brass and Woodwind Instruments Keyboard, Bowed and Plucked String Instruments, Percussion Ensembles Virtual Ensembles Conclusions Suggestions For Further Reading References 29 Implications For Research and Practice 2 Music Psychology in Education and the Community: Current Debates and Themes Interdisciplinarity Music and Wellbeing Music and Identity Developing Musical Expertise – What Is It, and How Do We Learn? Quality of Provision Social Connection Through Music Opportunities to Be Expressive Active Listening and Embodied Cognition Differentiation Peer Learning Self-directed Learning and Assessment Technology Family Support Conclusions References Index
