Routledge International Handbook of Music Psychology in Education and the Community 2020051421, 2020051422, 9780367271800, 9780367769819, 9780429295362

Table of contents :
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

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