Vocal, Instrumental, and Ensemble Learning and Teaching 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 third volume in the set
emphasizes the types of active musical attributes that are acquired
when learning an instrument or to sing, together with how these
skills can be used when engaging musically with others. These
chapters shed light on how the field of voice instruction has
changed dramatically in recent decades and how physiological,
acoustical, biomechanical, neuromuscular, and psychological
evidence is helping musicians and educators question traditional
practices. The authors discuss research on instrumental learning,
demonstrating that there is no 'ideal' way to learn, but rather
that a chosen learning approach must be appropriate for the context
and desired aims. This volume rounds out with a focus on a wide
range of perspectives dealing with group performance of
instrumental music, an area that is organized and taught in many
varied ways internationally. Contributors Alfredo Bautista, Robert
Burke, James L. Byo, Jean Callaghan, Don D. Coffman, Andrea Creech,
Jane W. Davidson, Steven M. Demorest, Robert A. Duke, Robert Edwin,
Shirlee Emmons, Sam Evans, Helena Gaunt, Susan Hallam, Lee Higgins,
Jere T. Humphreys, Harald Jers, Harald Jorgensen, Margaret Kartomi,
Reinhard Kopiez , William R. Lee, Andreas C. Lehmann, Gary E.
McPherson, Steven J. Morrison, John Nix, Ioulia Papageorgi, Kenneth
H. Phillips, Lisa Popeil, John W. Richmond, Carlos Xavier
Rodriguez, Nelson Roy, Robert T. Sataloff, Frederick A. Seddon,
Sten Ternstrom, Michael Webb, Graham F. Welch, Jenevora Williams,
Michael D. Worthy
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