Routledge International Handbook of Music Psychology in Education and the Community

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