Muutke küpsiste eelistusi
  • Taylor & Francis e-raamat
  • Hind: 193,88 €*
  • * hind, mis tagab piiramatu üheaegsete kasutajate arvuga ligipääsu piiramatuks ajaks
  • Tavahind: 276,97 €
  • Säästad 30%
To what extent does research on musical development impact on educational practices in school and the community? Do musicians from classical and popular traditions develop their identities in different ways? What do teachers and learners take into consideration when assessing progress? This book takes a fresh look at 'the musician' and what constitutes 'development' within the fields of music psychology and music education. In doing so, it explores the relationship between formative experiences and the development of the musician in a range of music education settings. It includes the perspectives of classroom teachers, popular musicians, classical musicians and music educators in higher education. Drawn from an international community of experienced educators and researchers, the contributors offer a range of approaches to research. From life history through classroom observation to content analysis, each section offers competing and complementary perspectives on contemporary practice. The book is an essential resource for musicians, educators, researchers and policy makers, offering insight into the reality of practice from those working within established traditions - such as the conservatoire and school settings - and from those who are currently emerging as significant forces in the fields of popular music education and community music.
List of Figures
vii
List of Tables
ix
List of Examples
xi
Notes on Contributors xiii
Introduction 1(6)
PART I ASPIRATION AND IDENTITY
1 Identity Dimensions and Age as Predictors of Adult Music Preferences
7(22)
Richard Leadbeater
Alan Marsden
2 Conservatoire Students' Attitudes, Self-efficacy and Aspirations
29(16)
Marion Long
3 The Formation and Development of Musical Identities with a Hearing Impairment
45(18)
Robert Fulford
4 Undergraduate Music Students' Experiences in Community Settings: Developing the Musician within a University Module
63(20)
Angeliki Triantafyllaki
Christina Anagnostopoulou
5 Knowing Me, Knowing You
83(18)
Mark Pulman
6 The Influence of Learning History on Musical Approaches to Piano Improvisation
101(18)
Yuki Morijiri
1 Levels of Expertise and Musical Aspirations in Young Instrumental Players
119(16)
Susan Hallam
PART II ATTITUDES TO TEACHING AND LEARNING
8 The MaPS Project: Mapping Teacher Conceptions of Musical Development
135(20)
Mary Stakelum
David Baker
9 Canon (Re)formation in Popular Music Pedagogy
155(16)
Tom Parkinson
10 Music as a Specific Learning Support Resource for Children with Special Educational Needs and Disability in Mainstream Primary Education: Practice and Attitudes
171(20)
Maureen Mather
11 Continuing Professional Development for the Musician as Teacher in a University Context
191(18)
Elizabeth Haddon
PART III MODES OF ASSESSMENT
12 `Ryan's not Counting -- it's Eight Beats on C:' Developing the Musician in a Classroom Context
209(22)
Catherine Preston
13 Cultural Tools in the Classroom -- A Tool to Develop the Musician?
231(16)
Anna Backman Bister
14 Exploring and Encouraging Metacognitive Awareness in Novice Music Students
247(18)
Meghan Bathgate
Christian Schunn
15 Assessing Leadership Skills in the Conservatoire
265(26)
Tim Palmer
16 Music, Informal Learning and the Instrumental Lesson: Teacher and Student Evaluations of the Ear Playing Project (EPP)
291(20)
David Baker
Index 311
Dr Mary Stakelum is an Associate Director of the Graduate School at the University of Reading and directs postgraduate research studies and MA programmes in music education at its Institute of Education. She is a board member of European Association of Music in Schools, on the editorial board of Music Education Research and conference secretary of SEMPRE.