McPherson, Gary E. – The Oxford Handbook of Music Education, Volume 1

Description

The two volumes of The Oxford Handbook of Music Education offer a comprehensive overview of the many facets of musical experience, behavior and development in relation to the diverse variety of educational contexts in which they occur. In these volumes, an international list of contributors update and redefine the discipline through fresh and innovative principles and approaches to music learning and teaching.

CONTENTS

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