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The Routledge Companion to Interdisciplinary Studies in Singing,
Volume I: Development introduces the many voices necessary to
better understand the act of singing-a complex human behaviour that
emerges without deliberate training. Presenting research from the
social sciences and humanities alongside that of the natural
sciences and medicine alike, this companion explores the
relationship between hearing sensitivity and vocal production, in
turn identifying how singing is integrated with sensory and
cognitive systems while investigating the ways we test and measure
singing ability and development. Contributors consider the
development of singing within the context of the entire lifespan,
focusing on its cognitive, social, and emotional significance in
four parts: Musical, historical and scientific foundations
Perception and production Multimodality Assessment In 2009, the
Social Sciences and Humanities Research Council of Canada funded a
seven-year major collaborative research initiative known as
Advancing Interdisciplinary Research in Singing (AIRS). Together,
global researchers from a broad range of disciplines addressed
three challenging questions: How does singing develop in every
human being? How should singing be taught and used to teach? How
does singing impact wellbeing? Across three volumes, The Routledge
Companion to Interdisciplinary Studies in Singing consolidates the
findings of each of these three questions, defining the current
state of theory and research in the field. Volume I: Development
tackles the first of these three questions, tracking development
from infancy through childhood to adult years.
This book offers a fresh and diverse perspective on home musical
activities of young children from a variety of countries,
including; Brazil, Denmark, Greece, Israel, Kenya, the Netherlands,
Singapore, Spain, South Africa,Taiwan, the UK, and the United
States. Narrowing their study to seven-year-olds from middle-class
families, the articles in this volume argue that home musical
experiences provide new and important windows into musical
childhoods as they relate to issues of identity, family life,
gender, culture, social class and schooling. Though childhood
musical engagement differs considerably, it has direct implications
for a better understanding of music education and childhood
development. Using a wiki to share data and research across time
and space, this volume is a model for collaborative cross-cultural
research and is centered on the home as a primary research site for
children's musical engagement.
The Routledge Companion to Interdisciplinary Studies in Singing,
Volume I: Development introduces the many voices necessary to
better understand the act of singing-a complex human behaviour that
emerges without deliberate training. Presenting research from the
social sciences and humanities alongside that of the natural
sciences and medicine alike, this companion explores the
relationship between hearing sensitivity and vocal production, in
turn identifying how singing is integrated with sensory and
cognitive systems while investigating the ways we test and measure
singing ability and development. Contributors consider the
development of singing within the context of the entire lifespan,
focusing on its cognitive, social, and emotional significance in
four parts: Musical, historical and scientific foundations
Perception and production Multimodality Assessment In 2009, the
Social Sciences and Humanities Research Council of Canada funded a
seven-year major collaborative research initiative known as
Advancing Interdisciplinary Research in Singing (AIRS). Together,
global researchers from a broad range of disciplines addressed
three challenging questions: How does singing develop in every
human being? How should singing be taught and used to teach? How
does singing impact wellbeing? Across three volumes, The Routledge
Companion to Interdisciplinary Studies in Singing consolidates the
findings of each of these three questions, defining the current
state of theory and research in the field. Volume I: Development
tackles the first of these three questions, tracking development
from infancy through childhood to adult years.
This book examines four main areas of music in early childhood: the
traditions of music for young children, their capacities for music,
the way they make music with others, and constructed and mediated
musical childhoods. It studies several themes in detail, including
music making in the home and family life, various musical
experiences in schools, day cares, and the community at large in
several locations around the globe. It looks at technology and
diverse musical repertoires, as well as innovative pedagogies,
children's agency, and brain research. Expanding on the knowledge
bases on which early childhood music education typically draws, the
book brings together contributions from a range of authors from
diverse fields such as education, psychology, sociology, cultural
studies, anthropology, philosophy, ethnomusicology, and the
neurosciences. The end result is a volume that offers a broad and
contemporary picture of music in early childhood.
This book examines four main areas of music in early childhood: the
traditions of music for young children, their capacities for music,
the way they make music with others, and constructed and mediated
musical childhoods. It studies several themes in detail, including
music making in the home and family life, various musical
experiences in schools, day cares, and the community at large in
several locations around the globe. It looks at technology and
diverse musical repertoires, as well as innovative pedagogies,
children's agency, and brain research. Expanding on the knowledge
bases on which early childhood music education typically draws, the
book brings together contributions from a range of authors from
diverse fields such as education, psychology, sociology, cultural
studies, anthropology, philosophy, ethnomusicology, and the
neurosciences. The end result is a volume that offers a broad and
contemporary picture of music in early childhood.
This book offers a fresh and diverse perspective on home musical
activities of young children from a variety of countries,
including; Brazil, Denmark, Greece, Israel, Kenya, the Netherlands,
Singapore, Spain, South Africa,Taiwan, the UK, and the United
States. Narrowing their study to seven-year-olds from middle-class
families, the articles in this volume argue that home musical
experiences provide new and important windows into musical
childhoods as they relate to issues of identity, family life,
gender, culture, social class and schooling. Though childhood
musical engagement differs considerably, it has direct implications
for a better understanding of music education and childhood
development. Using a wiki to share data and research across time
and space, this volume is a model for collaborative cross-cultural
research and is centered on the home as a primary research site for
children's musical engagement.
This book is based on a PhD thesis that investigated infants'
preferences and long-term memory for two contrasting two complex
pieces of music (Prelude and Forlane) from the suite Le Tombeau de
Couperin by Maurice Ravel (1875- 1937). A group of 8.5-month-old
infants was randomly assigned to one of four experiments conducted
on the Headturn Preference Procedure. The first three experiments
examined infants' preferences for the Prelude and the Forlane in
piano and orchestral timbres, and the fourth one aimed at infants'
long- term memory for complex music. For this experiment, thirty
infants were exposed to either the Prelude or the Forlane three
times a day for ten consecutive days. Two weeks following the
exposure, infants were tested on the HPP. Contrary to the belief
that infants are ill equipped to process complex music, this study
found that infants could discriminate, encode and recall the two
Ravel pieces for at least two weeks. Implications for early
childhood music education and for future studies are outlined at
the end of the book.
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