The Oxford Handbook of Music EducationThe Oxford Handbook of Music Education



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.

Author: Gary E. McPherson

Publisher: Oxford University Press

ISBN: 9780199730810

Category:

Page: 880

View: 153

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.

The Oxford Handbook of Music EducationThe Oxford Handbook of Music Education



This volume offers a comprehensive overview of the many facets of musical experience, behaviour and development in relation to the diverse variety of educational contexts in which they occur.

Author: Gary McPherson

Publisher: Oxford University Press

ISBN: 9780199928019

Category:

Page: 736

View: 212

This volume offers a comprehensive overview of the many facets of musical experience, behaviour and development in relation to the diverse variety of educational contexts in which they occur.

The Oxford Handbook of Music EducationThe Oxford Handbook of Music Education



The volume then focuses on these processes as they take place during childhood, from infancy through adolescence and primarily in the school-age years.

Author: Gary E. McPherson

Publisher: Oxford University Press

ISBN: 9780199908295

Category:

Page: 992

View: 583

Music education takes place in many contexts, both formal and informal. Be it in a school or music studio, while making music with friends or family, or even while travelling in a car, walking through a shopping mall or watching television, our myriad sonic experiences accumulate from the earliest months of life to foster our facility for making sense of the sound worlds in which we live. The Oxford Handbook of Music Education offers a comprehensive overview of the many facets of musical experience, behavior and development in relation to this diverse variety of contexts. In this first of two volumes, an international list of contributors discuss a range of key issues and concepts associated with music learning and teaching. The volume then focuses on these processes as they take place during childhood, from infancy through adolescence and primarily in the school-age years. Exploring how children across the globe learn and make music and the skills and attributes gained when they do so, these chapters examine the means through which music educators can best meet young people's musical needs. The second volume of the set brings the exploration beyond the classroom and into later life. Whether they are used individually or in tandem, the two volumes of The Oxford Handbook of Music Education update and redefine the discipline, and show how individuals across the world learn, enjoy and share the power and uniqueness of music.

Music and Music Education in People s LivesMusic and Music Education in People s Lives



As a whole, the volume explores how the discipline of music education can achieve even greater political, theoretical and professional strength.

Author: Gary E. McPherson

Publisher: Oxford University Press

ISBN: 9780190674434

Category:

Page: 384

View: 634

Music and Music Education in People's Lives is one of five paperback books derived from the foundational two-volume Oxford Handbook of Music Education. Designed for music teachers, students, and scholars of music education, as well as educational administrators and policy makers, this first book in the set provides a framework for understanding the content and context of music education, and for future action within the profession. A broad examination of the philosophical, psychological, cultural, international, and contextual issues that underpin a wide variety of teaching environments or individual attributes is paired with 25 relevant and insightful commentaries from established scholars and music educators. Taken as a whole, Music and Music Education in People's Lives gives clear direction to how the discipline of music education can achieve even greater political, theoretical and professional strength. Contributors Harold F. Abeles, Nick Beach, Wayne D. Bowman, Liora Bresler, Patricia Shehan Campbell, Richard Colwell, Robert A. Cutietta, David J. Elliott, Sergio Figueiredo, Lucy Green, Wilfried Gruhn, David Hargreaves, Sarah Hennessy, Liane Hentschke, Donald A. Hodges, Christopher M. Johnson, Estelle R. Jorgensen, Andreas C. Lehmann, Richard Letts, Håkan Lundström, Raymond MacDonald, Clifford K. Madsen, Andrew J. Martin, Marie McCarthy, Katrina McFerran, Gary E. McPherson, Bradley Merrick, Dorothy Miell, Graça Mota, Bruno Nettl, Bengt Olsson, Susan A. O'Neill, Johnmarshall Reeve, Bennett Reimer, James Renwick, Huib Schippers, Wendy L. Sims, David J. Teachout, Rena Upitis, Peter R. Webster, Graham F. Welch, Paul Woodford

The Oxford Handbook of Music EducationThe Oxford Handbook of Music Education



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.

Author: Gary McPherson

Publisher: OUP USA

ISBN: 9780199928019

Category:

Page: 736

View: 345

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, contributors from around the world celebrate the diverse nature of music education internationally and present fresh and innovative principles and approaches to music learning and teaching.
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, contributors from around the world celebrate the diverse nature of music education internationally and present fresh and innovative principles and approaches to music learning and teaching.

The Oxford Handbook of Assessment Policy and Practice in Music EducationThe Oxford Handbook of Assessment Policy and Practice in Music Education



This volume also looks at technical aspects of measurement in music, and outlines situations where theoretical foundations can be applied to the development of tests in music.

Author: Timothy S. Brophy

Publisher: Oxford University Press

ISBN: 9780190248109

Category:

Page: 848

View: 340

In the music classroom, instructors who hope to receive aid are required to provide data on their classroom programs. Due to the lack of reliable, valid large-scale assessments of student achievement in music, however, music educators in schools that accept funds face a considerable challenge in finding a way to measure student learning in their classrooms. From Australia to Taiwan to the Netherlands, music teachers experience similar struggles in the quest for a definitive assessment resource that can be used by both music educators and researchers. In this two-volume Handbook, contributors from across the globe come together to provide an authority on the assessment, measurement, and evaluation of student learning in music. The Handbook's first volume emphasizes international and theoretical perspectives on music education assessment in the major world regions. This volume also looks at technical aspects of measurement in music, and outlines situations where theoretical foundations can be applied to the development of tests in music. The Handbook's second volume offers a series of practical and US-focused approaches to music education assessment. Chapters address assessment in different types of US classrooms; how to assess specific skills or requirements; and how assessment can be used in tertiary and music teacher education classrooms. Together, both volumes of The Oxford Handbook of Assessment in Music Education pave the way forward for music educators and researchers in the field.

The Oxford Handbook of Qualitative Research in American Music EducationThe Oxford Handbook of Qualitative Research in American Music Education



The final section of the book tackles permission to conduct research, teacher qualitative research, publishing qualitativeresearch and direction for the future.An ambitious and much-needed volume, this handbook will stand as a key resource ...

Author: Colleen M. Conway

Publisher: Oxford University Press, USA

ISBN: 9780199844272

Category:

Page: 681

View: 929

While qualitative research has become increasingly popular in music education over the last decade, there is no source that explains the terms, approaches and issues associated with this method. In The Oxford Handbook of Qualitative Research in American Music Education, editor Colleen Conway and the contributing music educators will provide that clarification, as well as models of qualitative studies within various music education disciplines. The handbook outlines the history of qualitative research in music education and explores the contemporary use of qualitative approaches in examining issues related to music teaching and learning. It includes 32 chapters and is divided into five parts. Part I defines qualitative research and examines historical, philosophical and ethical issues associated with its use in music education. Part II discusses ways of approaching qualitative research including: case study, ethnography, phenomenology, narrative inquiry, practitioner inquiry, and mixed methods. Ways of collecting and analyzing data are examined in the third part of the text (observations, interviews, document analysis, music as data and technology). Part IV examines various music teaching and learning contexts that have been studied using qualitative approaches including: early childhood, general, instrumental-band, instrumental-string, choral, preservice and inservice teacher education, adult and community settings, student with exceptionalities, underserved populations, and world music. The final section of the book tackles permission to conduct research, teacher qualitative research, publishing qualitative research and direction for the future. An ambitious and much-needed volume, this handbook will stand as a key resource for drawing meaning from the experiences of students and teachers in music classrooms and communities.

The Oxford Handbook of Philosophy in Music EducationThe Oxford Handbook of Philosophy in Music Education



In The Oxford Handbook of Philosophy in Music Education, editors Wayne D. Bowman and Ana Lucia Frega have drawn together a variety of philosophical perspectives from the profession's most exciting scholars from all over the world.

Author: Ana Lucía Frega

Publisher: OUP USA

ISBN: 9780195394733

Category:

Page: 522

View: 340

In The Oxford Handbook of Philosophy in Music Education, editors Wayne D. Bowman and Ana Lucia Frega have drawn together a variety of philosophical perspectives from the profession's most exciting scholars from all over the world. Rather than relegating philosophical inquiry to moot questions and abstract situations, the contributors to this volume address everyday concerns faced by music educators everywhere. Emphasizing clarify, fairness, rigor, and utility above all, The Oxford Handbook of Philosophy in Music Education will challenge music educators all over the world to make their own decisions and ultimately contribute to the conversation themselves.

Approaches to Qualitative ResearchApproaches to Qualitative Research



In this newly updated collection, a diverse roster of scholars place qualitative research in music education into its historical context, while providing readers with epistemological foundations and theoretical frameworks that can be ...

Author: Colleen Conway

Publisher: Oxford University Press

ISBN: 9780190920906

Category:

Page: 224

View: 584

In this newly updated collection, a diverse roster of scholars place qualitative research in music education into its historical context, while providing readers with epistemological foundations and theoretical frameworks that can be applied to a range of teaching and learning contexts. Ethnography, phenomenology, case study, narrative, and practitioner inquiry are explored, as well as the emergence of mixed methods research in music education, rounding out a comprehensive overview of these qualitative research practices. Filled with cogent and practical insights from wide-ranging theoretical discourses, Approaches to Qualitative Research is a go-to guidebook for beginning research students and advanced practitioners alike. Approaches to Qualitative Research is the first of three paperback volumes derived from the original Oxford Handbook of Qualitative Research in American Music Education, which outlines the history of qualitative research in music education and explores the contemporary use of qualitative approaches in examining issues related to music teaching and learning.

Assessment Policy and Practice in Music EducationAssessment Policy and Practice in Music Education



This volume also looks at technical aspects of measurement in music, and outlines situations where theoretical foundations can be applied to the development of tests in music.

Author: Timothy S. Brophy

Publisher: Oxford University Press, USA

ISBN: 0190248092

Category:

Page: 976

View: 149

In the music classroom, instructors who hope to receive aid are required to provide data on their classroom programs. Due to the lack of reliable, valid large-scale assessments of student achievement in music, however, music educators in schools that accept funds face a considerable challenge in finding a way to measure student learning in their classrooms. From Australia to Taiwan to the Netherlands, music teachers experience similar struggles in the quest for a definitive assessment resource that can be used by both music educators and researchers. In this two-volume Handbook, contributors from across the globe come together to provide an authority on the assessment, measurement, and evaluation of student learning in music. The Handbook's first volume emphasizes international and theoretical perspectives on music education assessment in the major world regions. This volume also looks at technical aspects of measurement in music, and outlines situations where theoretical foundations can be applied to the development of tests in music. The Handbook's second volume offers a series of practical and US-focused approaches to music education assessment. Chapters address assessment in different types of US classrooms; how to assess specific skills or requirements; and how assessment can be used in tertiary and music teacher education classrooms. Together, both volumes of The Oxford Handbook of Assessment in Music Education pave the way forward for music educators and researchers in the field.

The Oxford Handbook of Children s Musical CulturesThe Oxford Handbook of Children s Musical Cultures



The Oxford Handbook of Children's Musical Cultures is a compendium of perspectives on children and their musical engagements as singers, dancers, players, and avid listeners.

Author: Patricia Shehan Campbell

Publisher: Oxford University Press on Demand

ISBN: 9780199737635

Category:

Page: 636

View: 983

The Oxford Handbook of Children's Musical Cultures is a compendium of perspectives on children and their musical engagements as singers, dancers, players, and avid listeners. Over the course of 35 chapters, contributors from around the world provide an interdisciplinary enquiry into the musical lives of children in a variety of cultures, and their role as both preservers and innovators of music. Drawing on a wide array of fields from ethnomusicology and folklore to education and developmental psychology, the chapters presented in this handbook provide windows into the musical enculturation, education, and training of children, and the ways in which they learn, express, invent, and preserve music. Offering an understanding of the nature, structures, and styles of music preferred and used by children from toddlerhood through childhood and into adolescence, The Oxford Handbook of Children's Musical Cultures is an important step forward in the study of children and music.

The Oxford Handbook of Social Media and Music LearningThe Oxford Handbook of Social Media and Music Learning



In G. E. McPerhson & G. F. Welch ( Eds . ) , The Oxford handbook of music
education ( Vol . 2 , pp . 517-530 ) . ... British Journal of Music Education , 27 ( 1 )
, 59-70 . doi : 10.1017 / S0265051709990209 Väkevä , L. ( 2012 ) . Digital artistry
and ...

Author: Janice L. Waldron

Publisher: Oxford University Press, USA

ISBN: 9780190660772

Category:

Page: 760

View: 962

The Oxford Handbook of Social Media and Music Learning provides fascinating insights into the ways in which social media, musical participation, and musical learning are increasingly entwined.

The Oxford Handbook of Preservice Music Teacher Education in the United StatesThe Oxford Handbook of Preservice Music Teacher Education in the United States



Those areas include (a) recruiting, selecting, and retaining future music teachers;
(b) preparing future music teachers via ... In 1992, the Syllabi for Music Methods
Courses, Volume 1 was published as a collection of music education course ...

Author: Colleen Conway

Publisher: Oxford University Press, USA

ISBN: 9780190671402

Category:

Page: 928

View: 313

The Oxford Handbook of Preservice Music Teacher Education in the United States identifies the critical need for increased cultural engagement in Pre-K-12 music education. Collectively, the handbook's 56 contributors argue that music education benefits all students only if educators activelywork to broaden diversity in the profession and consistently include diverse learning strategies, experiences, and perspectives in the classroom. In this handbook, contributors encourage music education faculty, researchers, and graduate students to take up that challenge.Throughout the handbook, contributors provide a look at ways music teacher educators prepare teachers to enter the music education profession and offer suggestions for ways in which preservice teachers can advocate for and adapt to changes in contemporary school settings. For example, educators canexpand the types of music groups offered to students, from choir to jazz ensemble. Building upon students' available resources, contributors use research-based approaches to identify the ways in which educational methods and practices must transform in order to successfully challenge existing musiceducation boundaries.

Music Learning and Teaching in Infancy Childhood and AdolescenceMusic Learning and Teaching in Infancy Childhood and Adolescence



Music Learning and Teaching in Infancy, Childhood, and Adolescence is one of five paperback books derived from the foundational two-volume Oxford Handbook of Music Education.

Author: Gary McPherson

Publisher: Oxford University Press

ISBN: 9780190674595

Category:

Page: 368

View: 775

Music Learning and Teaching in Infancy, Childhood, and Adolescence is one of five paperback books derived from the foundational two-volume Oxford Handbook of Music Education. Designed for music teachers, students, and scholars of music education, as well as educational administrators and policy makers, the second book in this set explores a broad array of key issues, concepts, and debates related to music learning and teaching in three phases of a child's development. The first section provides an expanded view of infancy and early childhood, embracing a key theme that most young children's early music-making is improvised and used to communicate with others and the self. These chapters demonstrate the importance of "motherese" or "parentese" to young children's overall development, the extraordinary diversity and richness of children's early musical engagement, and how this can be viewed as a resource for further learning. The second section is devoted to the learning and teaching of music during the middle years of childhood, when music is often a mandated part of the school curriculum. While recognizing the enormous cultural and national differences, chapters in this section give an overview of many varied and innovative forms of musical learning and teaching globally. The authors address issues related to the types of teachers who provide music instructions to children internationally, how they were educated and trained, and how various nations organize their curriculum in ways that provide children with access and opportunities to engage with music in the classroom. The third section focuses on the musical experiences and development of adolescents aged 12 to 18. These chapters explore the role of music in the lives of young people-including how they use and relate to music, how music educators can best meet students' needs, and the types of musical engagement that can either empower or disempower students through involvement in school music. Contributors Mayumi Adachi, Randall Everett Allsup, Janet R. Barrett, Margaret S. Barrett, Brydie-Leigh Bartleet, Lily Chen-Hafteck, Richard Colwell, Sharon G. Davis, George M. DeGraffenreid, Steven C. Dillon, Magne I. Espeland, Martin Fautley, Eve Harwood, Lee Higgins, Beatriz Ilari, Neryl Jeanneret, Chee-Hoo Lum, Stephen Malloch, Esther Mang, Kathryn Marsh, Gary E. McPherson, Oscar Odena, Chris Philpott, S. Alex Ruthmann, Eric Shieh, Gary Spruce, Johannella Tafuri, Sandra E. Trehub, Colwyn Trevarthen, Kari K. Veblen, Graham F. Welch, Heidi Westerlund, Jackie Wiggins, Ruth Wright, Susan Young

The Oxford Handbook of Assessment Policy and Practice in Music EducationThe Oxford Handbook of Assessment Policy and Practice in Music Education



This volume also looks at technical aspects of measurement in music, and outlines situations where theoretical foundations can be applied to the development of tests in music.

Author: Timothy Brophy

Publisher: Oxford University Press

ISBN: 9780190248147

Category:

Page: 848

View: 315

In the music classroom, instructors who hope to receive aid are required to provide data on their classroom programs. Due to the lack of reliable, valid large-scale assessments of student achievement in music, however, music educators in schools that accept funds face a considerable challenge in finding a way to measure student learning in their classrooms. From Australia to Taiwan to the Netherlands, music teachers experience similar struggles in the quest for a definitive assessment resource that can be used by both music educators and researchers. In this two-volume Handbook, contributors from across the globe come together to provide an authority on the assessment, measurement, and evaluation of student learning in music. The Handbook's first volume emphasizes international and theoretical perspectives on music education assessment in the major world regions. This volume also looks at technical aspects of measurement in music, and outlines situations where theoretical foundations can be applied to the development of tests in music. The Handbook's second volume offers a series of practical and US-focused approaches to music education assessment. Chapters address assessment in different types of US classrooms; how to assess specific skills or requirements; and how assessment can be used in tertiary and music teacher education classrooms. Together, both volumes of The Oxford Handbook of Assessment in Music Education pave the way forward for music educators and researchers in the field.

MENC Handbook of Research on Music LearningMENC Handbook of Research on Music Learning



Summarizes the latest research on music learning, focusing on the profession's empirical & conceptual knowledge of how students gain competence in music at various ages & in different contexts.

Author: Richard Colwell

Publisher: OUP USA

ISBN: 9780195386677

Category:

Page: 316

View: 999

This Handbook summarizes the latest research on music learning consisting of new topics and up-dates from the New Handbook of Music Teaching and Learning (Oxford, 2002). Chapters are written by expert researchers in music teaching and learning, creating research summaries that will be useful for practitioners as well as beginning and advanced researchers.

The Oxford Handbook of Music Making and LeisureThe Oxford Handbook of Music Making and Leisure



The Oxford Handbook of Music Making and Leisure presents myriad ways for reconsidering and refocusing attention back on the rich, exciting, and emotionally charged ways in which people of all ages make time for making music.

Author: Roger Mantie

Publisher: Oxford University Press

ISBN: 9780190244705

Category:

Page: 672

View: 237

Music has been a vital part of leisure activity across time and cultures. Contemporary commodification, commercialization, and consumerism, however, have created a chasm between conceptualizations of music making and numerous realities in our world. From a broad range of perspectives and approaches, this handbook explores avocational involvement with music as an integral part of the human condition. The chapters in The Oxford Handbook of Music Making and Leisure present myriad ways for reconsidering and refocusing attention back on the rich, exciting, and emotionally charged ways in which people of all ages make time for making music. The contexts discussed are broadly Western, including an eclectic variety of voices from scholars across fields and disciplines, framing complex and multifaceted phenomena that may be helpfully, enlighteningly, and perhaps provocatively framed as music making and leisure. This volume may be viewed as an attempt to reclaim music making and leisure as a serious concern for, amongst others, policy makers, scholars, and educators who perhaps risk eliding some or even most of the ways in which music - a vital part of human existence - is integrated into the everyday lives of people. As such, this handbook looks beyond the obvious, asking readers to consider anew, "What might we see when we think of music making as leisure?"

The Oxford Handbook of Music PsychologyThe Oxford Handbook of Music Psychology



Volume 1 . Oxford University Press , Oxford . McPherson GE ( 1993 ) . Factors
and abilities influencing the development of visual , aural and creative
performance skills in music and their educational implications . Doctor of
Philosophy ...

Author: Susan Hallam

Publisher: Oxford University Press, USA

ISBN: UOM:39015078795351

Category:

Page: 585

View: 240

The Oxford Handbook of Music Psychology is the definitive, comprehensive, and authoritative text on this burgeoning field. With contributions from over fifty experts in the field, the range and depth of coverage is unequalled. It will be an essential resource for students and researchers in psychology.

Models of Qualitative ResearchModels of Qualitative Research



"Music education researchers who are looking to understand the "dim secrets that startle our wonder" look to qualitative research.

Author: Colleen M. Conway

Publisher: Oxford University Press, USA

ISBN: 9780190920975

Category:

Page: 296

View: 364

"Music education researchers who are looking to understand the "dim secrets that startle our wonder" look to qualitative research. Approaches to Qualitative Research: An Oxford Handbook of Qualitative Research in American Music Education is a resource for music education researchers, music education graduate students, and P-16 music teachers. I begin this Preface by locating qualitative research in music education within the larger field of qualitative research in social sciences and humanities research, within qualitative research in education, and within music education research in general"--