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The Oxford Handbook of Philosophical and Qualitative Assessment in
Music Education offers global, comprehensive, and critical
perspectives on a wide range of conceptual and practical issues in
music education assessment, evaluation, and feedback as these apply
to various forms of music education within schools and communities.
The central aims of this Handbook focus on broadening and deepening
readers' understandings of and critical thinking about the
problems, opportunities, spaces and places, concepts, and practical
strategies that music educators and community music facilitators
employ, develop, and deploy to improve various aspects of music
teaching and learning around the world.
Creativities, Media, and Technology in Music 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 fifth book in
the set comprises three complementary sections: musical creativity
as practice; music teaching and learning through technology; and
the interplay of media, music, and education. The first section
reviews notions of musical creativity, examining practice-based
perspectives to support and develop understanding of the diverse
types of creativity found within music education practice across
the globe. In the second section, authors explore the essential
role of technology in musical discourse and in various forms of
musical learning, even as technology continually evolves and the
needs and possibilities continue to rapidly change. The third
section provokes readers to assess their own thinking about the
transformative changes occurring within the discipline as a result
of advances in media, and the increasing infiltration of media into
all aspects of life, the classroom, and music making. Contributors
Andrew R. Brown, Pamela Burnard, Bernadette Colley, Ian Cross,
Rokus de Groot, Steven C. Dillon, Randi Margrethe Eidsaa, David G.
Hebert, Evangelos Himonides, Neryl Jeanneret, Ailbhe Kenny, Andrew
King, Eleni Lapidaki, Felicity Laurence, Samuel Leong, Bo Wah
Leung, Alagi Mbye, Gary E. McPherson, Ross Purves, Tal-Chen
Rabinowitch, S. Alex Ruthmann, Eva Saether, Jonathan Savage, Reza
Shayesteh, Petros Stagkos, Matthew D. Thibeault, Evan S. Tobias,
Carole Waugh, Graham F. Welch
Special Needs, Community Music, and Adult Learning 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 fourth book in the set
focuses on issues and topics that help to broaden conceptions of
music and musical involvement, while recognizing that development
occurs through many forms. The first section addresses music
education for those with special abilities and special needs;
authors explore many of the pertinent issues that can promote or
hinder learners who share characteristics, and delve deep into what
it means to be musical. The second section of the volume addresses
music as a shared, community experience, and the diverse and
constantly evolving international practice of community music. The
chapters in the third section provide evidence that the process of
music education exists as a lifelong continuum that encompasses
informal, formal, and non-formal methods alike. The authors
encourage music educators to think in terms of a music learning
society, where adult education is not peripheral to the priority of
other age groups, but is instead fully integral to a vision for the
good of society. By developing sound pedagogical approaches that
are tailored to take account of all learners, the volume endeavors
to move from making individual adaptations towards designing
sensitive 'universal' solutions. Contributors Carlos R. Abril, Mary
Adamek, Kenneth S. Aigen, Chelcy Bowles, Mary L. Cohen, William M.
Dabback, Alice-Ann Darrow, John Drummond, Cochavit Elefant, David
J. Elliott, Lee Higgins, Valentina Iadeluca, Judith A. Jellison,
Janet L. Jensen, Patrick M. Jones, Jody L. Kerchner, Thomas W.
Langston, Andreas C. Lehmann, Katrina McFerran, Gary E. McPherson,
David Myers, Adam Ockelford, Helen Phelan, Andrea Sangiorgio, Laya
H. Silber, Marissa Silverman, Rineke Smilde, David S. Smith, Kari
K. Veblen, Janice Waldron, Graham F. Welch
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, Hakan Lundstroem,
Raymond MacDonald, Clifford K. Madsen, Andrew J. Martin, Marie
McCarthy, Katrina McFerran, Gary E. McPherson, Bradley Merrick,
Dorothy Miell, Graca 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
Child prodigies have been observed in a range of disciplines -
particularly music, mathematics, chess, and art. The question of
what makes a prodigy has long been controversial. Some have
dismissed the notion of giftedness, arguing that most famous
prodigies had strong parental, cultural, and environmental
influences that helped them develop their extraordinary abilities.
One recent theory suggested that anyone could achieve outstanding
success in whatever endeavour they wanted with a minimum of 10,000
hours of practice. Nevertheless, many studies of prodigies have
suggested that there might be strong underlying cognitive
differences, regarding their use of short-term versus long-term
memory, spatial memory, imagery, and language. Whatever the
arguments - for those interested in child development - prodigies
remain a fascinating subject of study when considering questions
about creativity, intelligence, development, and the impact of
nature versus nurture. This books breaks new ground in presenting
the first scientific exploration on the topic of musical prodigies.
It brings together research from a range of disciplines, including
psychology, neurobiology, and genetics, to provide a thorough
exploration of prodigious talent. In addition, the book includes
fascinating case studies of prodigies and also looks at their
long-term development into adulthood - many child prodigies have
had problems making the transition into adolescence and adulthood.
Musical prodigies will be required reading for anyone interested in
child development, music, and the arts
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.
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