图书简介
This handbook provides an evidence-based account of psychological perspectives on issues in music education and music in the community through the life course, exploring our understanding of music learning and participation across contexts.
The contributors draw on multidisciplinary research from different cultures and contexts in order to set out the implications of music psychology for music education and music in the community. Highlighting the intersecting issues across education and community contexts, the book proposes new theories as well as offering important refinements to existing conceptual models. Split into six parts, it considers the role of music in society as well as for groups and individuals, and explores topics such as processing and responding to music; pedagogical and musical practices that support or pose challenges to the emotional, cognitive, social or physical wellbeing of learners and participants in a range of contexts; and the relationship of ‘music in identity’ or ‘identity in music’. With a final;part on future directions and the implications for professional practice in music education and music in the community, the book concludes by exploring how the two sectors might work more closely together within a post-COVID-19 world.
Based on cutting-edge research from an international team, this is essential reading for anyone interested in music psychology, education and community, and will be particularly helpful for undergraduate and graduate students in music psychology, music education and community music.
PART I Introduction and context Introduction Andrea Creech and Donald A. Hodges 1 The social functions of music: Communication, Wellbeing, Art, Ritual, Identity and Social networks (C- WARIS) Raymond MacDonald 2 Ruminations on music psychology research Donald A. Hodges 3 The wider cognitive benefi ts of engagement with music Sylwia Holmes 4 The wider personal and social benefi ts of engagement with music Albi Odendaal and Donald A. Hodges 5 The health benefi ts of engaging with music Gunter Kreutz and Urs Nater PART II Processing and responding to music 81 Introduction Andrea Creech and Donald A. Hodges 6 Musical processing across the life course Wilfried Gruhn 7 Responses to music Robert Fulford, Alinka Greasley and Karen Burland 8 Listening to, evaluating and appraising music Alexandra Lamont 9 Musical preferences Alexandra Lamont and David Hargreaves PART III Acquiring specifi c music skills Introduction Donald A. Hodges and Andrea Creech 10 Conceptions of musical ability and the expertise paradigm Jane W. Davidson and Stephanie MacArthur 11 Transformational models of music learning Maria Varvarigou and Andrea Creech 12 Learning to play an instrument Katie Zhukov 13 Through singing to music across the life course Annabel J. Cohen 14 Acquiring skills in music technology Ross Purves and Evangelos Himonides 15 Community music learning and creativity Beatriz Ilari, Susan Helfter and Peter Webster 16 Motivation and developing a musical identity Maria Spychiger 17 The role of music performance through the life course Ioulia Papageorgi 18 Health issues for those participating in musical activities Bronwen Ackermann PART IV Pedagogy in education and community music Introduction Donald A. Hodges and Andrea Creech 19 Music pedagogy for large group teaching: The conductor-educator Wendy K. Matthews 20 Working with and in small groups Elaine King 21 Musical engagement in one- to- one contexts Helena Gaunt, Guadalupe L o pez- I n iguez and Andrea Creech 22 Additional needs and disability in musical learning: Issues and pedagogical considerations David Baker 23 Holding multiple musical identities: The portfolio musician Jennifer Rowley, Anna Reid and Dawn Bennett 24 The role of formative and summative assessment in musical learning and participation Mathieu Boucher and Andrea Creech PART V Support for musical learning Introduction Donald A. Hodges and Andrea Creech 25 The role of the family in supporting musical learning Stephen F. Zdzinski 26 The role of peers in supporting learning in music Siw Graabr ae k Nielsen and Guro Gravem Johansen 27 The role of technology in mediating collaborative learning in music Aaron Liu- Rosenbaum and Andrea Creech PART VI Future directions Introduction Donald A. Hodges and Andrea Creech 28 Implications for research and practice 1 Donald A. Hodges and Andrea Creech 29 Implications for research and practice 2 Andrea Creech and Donald A. Hodges
Trade Policy 买家须知
- 关于产品:
- ● 正版保障:本网站隶属于中国国际图书贸易集团公司,确保所有图书都是100%正版。
- ● 环保纸张:进口图书大多使用的都是环保轻型张,颜色偏黄,重量比较轻。
- ● 毛边版:即书翻页的地方,故意做成了参差不齐的样子,一般为精装版,更具收藏价值。
关于退换货:
- 由于预订产品的特殊性,采购订单正式发订后,买方不得无故取消全部或部分产品的订购。
- 由于进口图书的特殊性,发生以下情况的,请直接拒收货物,由快递返回:
- ● 外包装破损/发错货/少发货/图书外观破损/图书配件不全(例如:光盘等)
并请在工作日通过电话400-008-1110联系我们。
- 签收后,如发生以下情况,请在签收后的5个工作日内联系客服办理退换货:
- ● 缺页/错页/错印/脱线
关于发货时间:
- 一般情况下:
- ●【现货】 下单后48小时内由北京(库房)发出快递。
- ●【预订】【预售】下单后国外发货,到货时间预计5-8周左右,店铺默认中通快递,如需顺丰快递邮费到付。
- ● 需要开具发票的客户,发货时间可能在上述基础上再延后1-2个工作日(紧急发票需求,请联系010-68433105/3213);
- ● 如遇其他特殊原因,对发货时间有影响的,我们会第一时间在网站公告,敬请留意。
关于到货时间:
- 由于进口图书入境入库后,都是委托第三方快递发货,所以我们只能保证在规定时间内发出,但无法为您保证确切的到货时间。
- ● 主要城市一般2-4天
- ● 偏远地区一般4-7天
关于接听咨询电话的时间:
- 010-68433105/3213正常接听咨询电话的时间为:周一至周五上午8:30~下午5:00,周六、日及法定节假日休息,将无法接听来电,敬请谅解。
- 其它时间您也可以通过邮件联系我们:customer@readgo.cn,工作日会优先处理。
关于快递:
- ● 已付款订单:主要由中通、宅急送负责派送,订单进度查询请拨打010-68433105/3213。
本书暂无推荐