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The two-volume Oxford Handbook of Music Performance provides a
resource that musicians, scholars and educators will use as the
most important and authoritative overview of work within the areas
of music psychology and performance science. The 80 experts from 13
countries who prepared the 53 chapters in this handbook are leaders
in the fields of music psychology, performance science, musicology,
psychology, education and music education. Chapters in the Handbook
provide a broad coverage of the area with considerable expansion of
the topics that are normally covered in a resource of this type.
Designed around eight distinct sections - Development and Learning,
Proficiencies, Performance Practices, Psychology, Enhancements,
Health & Wellbeing, Science, and Innovations - the range and
scope of The Oxford Handbook of Music Performance is much wider
than other publications through the inclusion of chapters from
related disciplines such as performance science (e.g., optimizing
performance, mental techniques, talent development in non-music
areas), and education (e.g., human development, motivation,
learning and teaching styles) as well as the attention given to
emerging critical issues in the field (e.g., wellbeing, technology,
gender, diversity, inclusion, identity, resilience and buoyancy,
diseases, and physical and mental disabilities). Within each
chapter, authors have selected what they consider to be the most
important scientific and artistic material relevant to their topic.
They begin their chapters by surveying theoretical views on each
topic and then, in the final part of the chapter, highlight
practical implications of the literature that performers will be
able to apply within their daily musical lives.
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21st Century Innovation in Music Education - Proceedings of the 1st International Conference of the Music Education Community (INTERCOME 2018), October 25-26, 2018, Yogyakarta, Indonesia (Paperback)
Bambang Sugeng, Nila Kurniasari, Tutut Herawan, Christopher Drake, A.S. Hadi, …
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R1,461
Discovery Miles 14 610
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Ships in 12 - 17 working days
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Music is an expression of feelings of the soul conveyed through the
medium of sound. But not all sounds are music. It might be said
that only an organised sound or series of sounds can be called
music. Thus, music is connected to the eternal and constant flow
and order of the universe, to the laws and rhythms of nature. It
can also be said that musical order is comparable to the natural
order of the universe. There are laws of a certain nature in the
natural sciences and likewise in music there are structures and
procedures, or even rules, that should be followed to produce
beautiful music. The International Conference "Innovations for 21st
Century Music Education and Research" provided a timely opportunity
to take stock of the latest developments in music education and
brought together educators, researchers and members of the broader
community in a welcoming forum in which they were able to express
theoretical and practical views, concepts, research results and
principles to help support the further development of music
education.
Free to Be Musical: Group Improvisation in Music is for those who
lead musical experiences in the lives of children, youth, and
adults. Offering a set of experiences to inspire creative musical
expression, this book will prove useful for music education majors,
practicing music teachers, community musicians, and music
therapists alike. The experiences (or "events") are designed to
reduce the musical barriers that Western societies pass on to
children by the time they reach the "age of reason," when the
natural childhood penchant to sing, dance, and play musically gives
way to perfect performances of standard repertoire preserved in
Western staff notation. The authors present ways to encourage music
that is expressive and inventive, spontaneous yet thoughtful,
communal and collaborative, and unlimited in its potential to bring
fulfillment to those who make it. You'll find opportunities to
release the musical imagination in ways that are free and
expansive, playful and instructive, personal and interpersonal.
Higgins and Campbell have created a context that validates the
experiments and explorations of all people who are potential makers
of all styles of music. Their musical events embrace the belief
that music-making is "a trail of no mistakes," a celebration of the
many and varied musical pathways that both teacher and student can
take.
Free to Be Musical: Group Improvisation in Music is for those who
lead musical experiences in the lives of children, youth, and
adults. Offering a set of experiences to inspire creative musical
expression, this book will prove useful for music education majors,
practicing music teachers, community musicians, and music
therapists alike. The experiences (or 'events') are designed to
reduce the musical barriers that Western societies pass on to
children by the time they reach the 'age of reason, ' when the
natural childhood penchant to sing, dance, and play musically gives
way to perfect performances of standard repertoire preserved in
Western staff notation. The authors present ways to encourage music
that is expressive and inventive, spontaneous yet thoughtful,
communal and collaborative, and unlimited in its potential to bring
fulfillment to those who make it. You'll find opportunities to
release the musical imagination in ways that are free and
expansive, playful and instructive, personal and interpersonal.
Higgins and Campbell have created a context that validates the
experiments and explorations of all people who are potential makers
of all styles of music. Their musical events embrace the belief
that music-making is 'a trail of no mistakes, ' a celebration of
the many and varied musical pathways that both teacher and student
can tak
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21st Century Innovation in Music Education - Proceedings of the 1st International Conference of the Music Education Community (INTERCOME 2018), October 25-26, 2018, Yogyakarta, Indonesia (Hardcover)
Bambang Sugeng, Nila Kurniasari, Tutut Herawan, Christopher Drake, A.S. Hadi, …
|
R5,180
Discovery Miles 51 800
|
Ships in 12 - 17 working days
|
Music is an expression of feelings of the soul conveyed through the
medium of sound. But not all sounds are music. It might be said
that only an organised sound or series of sounds can be called
music. Thus, music is connected to the eternal and constant flow
and order of the universe, to the laws and rhythms of nature. It
can also be said that musical order is comparable to the natural
order of the universe. There are laws of a certain nature in the
natural sciences and likewise in music there are structures and
procedures, or even rules, that should be followed to produce
beautiful music. The International Conference "Innovations for 21st
Century Music Education and Research" provided a timely opportunity
to take stock of the latest developments in music education and
brought together educators, researchers and members of the broader
community in a welcoming forum in which they were able to express
theoretical and practical views, concepts, research results and
principles to help support the further development of music
education.
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
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. While
the first volume primarily focuses on children during school-age
years, this second collects an international list of contributors
to explore how music learning takes place outside of the
traditional classroom environment. Discussing a range of issues
such as music education for the special needs population, music
learning in adulthood, and music learning through media and
technology these chapters help to broaden conceptions of music and
musical involvement. 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 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
Music educators and practicing musicians have failed to benefit as much as they could from the past two decades of music psychology research. In this volume, Parncutt and McPherson propose to improve the situation by describing new approaches, informed by recent psychological research, to teaching music, learning music, and making music at all educational levels. Each chapter represents the collaboration between a music psychologist and a music educator. The articles begin by outlining music-psychological issues that are probably unfamiliar to musicians and music educators. Then, they propose teaching strategies and materials inspired by the psychologists' findings. The volume's twenty-one articles cover the broad issues of "the developing musician", "subskills of musical performance", and "instruments and ensembles".
The two-volume Oxford Handbook of Music Performance provides a
resource that musicians, scholars and educators will use as the
most important and authoritative overview of work within the areas
of music psychology and performance science. The 80 experts from 13
countries who prepared the 53 chapters in this handbook are leaders
in the fields of music psychology, performance science, musicology,
psychology, education and music education. Chapters in the Handbook
provide a broad coverage of the area with considerable expansion of
the topics that are normally covered in a resource of this type.
Designed around eight distinct sections - Development and Learning,
Proficiencies, Performance Practices, Psychology, Enhancements,
Health & Wellbeing, Science, and Innovations - the range and
scope of The Oxford Handbook of Music Performance is much wider
than other publications through the inclusion of chapters from
related disciplines such as performance science (e.g., optimizing
performance, mental techniques, talent development in non-music
areas), and education (e.g., human development, motivation,
learning and teaching styles) as well as the attention given to
emerging critical issues in the field (e.g., wellbeing, technology,
gender, diversity, inclusion, identity, resilience and buoyancy,
diseases, and physical and mental disabilities). Within each
chapter, authors have selected what they consider to be the most
important scientific and artistic material relevant to their topic.
They begin their chapters by surveying theoretical views on each
topic and then, in the final part of the chapter, highlight
practical implications of the literature that performers will be
able to apply within their daily musical lives.
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