Overview

The MENC Handbook of Research on Music Learning, Volume 2: Applications brings together the best and most current research on best practice for music learning, focusing squarely on the profession's empirical and conceptual knowledge of how students gain competence in music at various ages and in different contexts. The collection of chapters, written by the foremost figures active in the field, addresses a range of best practices for approaching current and important areas in the field, including cognition and perception, music listening, vocal/choral learning, and the needs of special learners. The book's companion volume, Strategies, provides the solid theoretical framework and extensive research upon which these practices stand.Throughout both volumes in this essential set, focus is placed on the musical knowledge and musical skills needed to perform, create, understand, reflect on, enjoy, value, and respond to music. A key point of emphasis rests on the relationship between music learning and finding meaning in music, and as music technology plays an increasingly important role in learning today, chapters move beyond exclusively formal classroom instruction into other forms of systematic learning and informal instruction. Either individually or paired with its companion Volume 1: Strategies, this indispensable overview of this growing area of inquiry will appeal to students and scholars in Music Education, as well as front-line music educators in the classroom.

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9780199754342

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Reviews

<br> For thinking musicians intrigued with the intricacies of human musical learning, and who may well be teaching music learners in any number of settings and situations, Oxford's Handbook on Music Learning provides plenty of engaging ideas and perspectives to know and reflect upon. The span of topics is vast, from learning theory to musical development, motivation, critical thinking, and insights on the acquisition of key skills that embrace music listening, music reading, singing, and very much more...This volume will find relevance in graduate seminars and advanced undergraduate courses, and will function as far more than mere reviews of literature but as means of launching further inquiry into the phenomenon of how music is learned by learners of every age from infancy onward. --Patricia Shehan Campbell, Donald E. Peterson Professor of Music, University of Washington<p><br> Handbooks I and II provided an unparalleled overview of the research base of our profession. The MENC Handb

For thinking musicians intrigued with the intricacies of human musical learning, and who may well be teaching music learners in any number of settings and situations, Oxford's Handbook on Music Learning provides plenty of engaging ideas and perspectives to know and reflect upon. The span of topics is vast, from learning theory to musical development, motivation, critical thinking, and insights on the acquisition of key skills that embrace music listening, music reading, singing, and very much more...This volume will find relevance in graduate seminars and advanced undergraduate courses, and will function as far more than mere reviews of literature but as means of launching further inquiry into the phenomenon of how music is learned by learners of every age from infancy onward. --Patricia Shehan Campbell, Donald E. Peterson Professor of Music, University of Washington Handbooks I and II provided an unparalleled overview of the research base of our profession. The MENC Handbook of Research on Music Learning complements them superbly. It seeks especially to help fill the gaps between theory, research, and practice. The good news is that it succeeds admirably. There is simply nothing comparable. The bad news? There isn't any! --Paul Lehman, Professor Emeritus, School of Music, University of Michigan, Past President, MENC: The National Association for Music Education The essays offer valuable insights from researchers and practitioners on how people learn music and, thus, on how music is or should be taught. This work will be welcomed by scholars and practitioners of music education, who continually assess music teaching and strive to make it better...Recommended. --Choice

For thinking musicians intrigued with the intricacies of human musical learning, and who may well be teaching music learners in any number of settings and situations, Oxford's Handbook on Music Learning provides plenty of engaging ideas and perspectives to know and reflect upon. The span of topics is vast, from learning theory to musical development, motivation, critical thinking, and insights on the acquisition of key skills that embrace music listening, music reading, singing, and very much more...This volume will find relevance in graduate seminars and advanced undergraduate courses, and will function as far more than mere reviews of literature but as means of launching further inquiry into the phenomenon of how music is learned by learners of every age from infancy onward. Patricia Shehan Campbell, Donald E. Peterson Professor of Music, University of Washington Handbooks I and II provided an unparalleled overview of the research base of our profession. The MENC Handbook of Research on Music Learning complements them superbly. It seeks especially to help fill the gaps between theory, research, and practice. The good news is that it succeeds admirably. There is simply nothing comparable. The bad news? There isn't any! Paul Lehman, Professor Emeritus, School of Music, University of Michigan, Past President, MENC: The National Association for Music Education The essays offer valuable insights from researchers and practitioners on how people learn music and, thus, on how music is or should be taught. This work will be welcomed by scholars and practitioners of music education, who continually assess music teaching and strive to make it better...Recommended. Choice

Author Information

Richard Colwell is Professor Emeritus of Music Education at the University of Illinois and the New England Conservatory of Music. He is the founding editor of the Bulletin of the Council for Research in Music Education and the Quarterly Journal of Music Teaching and Learning. He is also a Guggenheim scholar and a member of MENC's Hall of Fame. He is co-editor of The New Handbook of Research on Music Teaching and Learning, as well as editor of The MENC Handbook of Research Metholodolgoies and The MENC Handbook of Musical Cognition and Development. Peter R. Webster is Professor of Music Education and Director of the Center for Music Technology at Northwestern University School of Music, and co-author (with David Brian Williams) of Experiencing Music Technology

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