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OverviewThe new edition of The Child as Musician: A Handbook of Musical Development celebrates the richness and diversity of the many different ways in which children can engage in and interact with music. It presents theory - both cutting edge and classic - in an accessible way for readers by surveying research concerned with the development and acquisition of musical skills. The focus is on musical development from conception to late adolescences, although the bulk of the coverage concentrates on the period when children are able to begin formal music instruction (from around age 3) until the final year of formal schooling (around age 18). There are many conceptions of how musical development might take place, just as there are for other disciplines and areas of human potential. Consequently, the publication highlights the diversity in current literature dealing with how we think about and conceptualise children's musical development. Each of the authors has searched for a better and more effective way to explain in their own words and according to their own perspective, the remarkable ways in which children engage with music. In the field of educational psychology there are a number of publications that survey the issues surrounding child and adolescent development. Some of the more innovative present research and theories, and their educational implications, in a style that stresses the fundamental interplay among the biological, environmental, social and cultural influences at each stage of a child's development. Until now, no similar overview has existed for child and adolescent development in the field of music. The Child as Musician addresses this imbalance, and is essential for those in the fields of child development, music education, and music cognition. Full Product DetailsAuthor: Gary E. McPherson (Melbourne Conservatorium of Music, University of Melbourne, Australia, Melbourne Conservatorium of Music, University of Melbourne, Australia, Ormond Professor and Director)Publisher: Oxford University Press Imprint: Oxford University Press Edition: 2nd Revised edition Dimensions: Width: 17.90cm , Height: 4.10cm , Length: 25.20cm Weight: 1.350kg ISBN: 9780198744443ISBN 10: 0198744447 Pages: 704 Publication Date: 24 September 2015 Audience: Professional and scholarly , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: To order  Stock availability from the supplier is unknown. We will order it for you and ship this item to you once it is received by us. Table of ContentsSection 1: Development 1: Richard Parncutt: Prenatal Development 2: Sandra E. Trehub and Franziska Dege?: Reflections on Infants as Musical Connoisseurs 3: Donald A. Hodges: The Child Musician's Brain 4: Susan Hallam: Musicality 5: Kathleen A. Corrigall and E. Glenn Schellenberg: Music cognition in childhood 6: Jackie Wiggins: Musical Agency 7: Adam Ockelford: The potential impact of autism on musical development Section 2: Engagement 8: E. Glenn Schellenberg: Music and Nonmusical Abilities 9: Janet Mills & Gary E. McPherson: Musical Literacy: Reading traditional clef notation 10: Chris Philpott: Musical Literacy: Music as language 11: Andrew Brown: Engaging in a sound musicianship 12: Emery Schubert & Gary E. McPherson: Underlying Mechanisms and Processes in the Development of Emotion Perception in Music 13: David J. Elliott & Marissa Silverman: Felt Experiences of Popular Musics 14: Sharon G. Davis: Children, Popular Music, and Identity 15: Paul Woodford: The Child as Music Critic 16: David J. Hargreaves, Adrian C. North, & Mark Tarrant: How and why do musical preferences change in childhood and adolescence? Section 3: Differences 17: Paul Evans: Motivation 18: Gary E. McPherson & Aaron Williamon: Building gifts into musical talents 19: Judith A. Jellison: Inclusive Music Classrooms: A Universal Approach 20: Costanza Preti & Katrina S. McFerran: Music and Wellbeing during Illness 21: Katrina S. McFerran: Adolescent Music Is Not Problematic Section 4: Skills 22: Gary E. McPherson, Jane W. Davidson and Paul Evans: Playing an instrument 23: Margaret Sarah Osborne: Building performance confidence 24: Graham Welch: Singing and vocal development 25: Kathryn Marsh & Susan Young: Musical play 26: Pamela Burnard and Hsu-Chan Kuo: The Individual and Social Worlds of Children's Musical Creativities 27: Peter Webster: Computer-Based Technology Section 5: Contexts 28: Gordon Cox: Historical Perspectives 29: Frank Abrahams & Daniel Abrahams: Child as Musical Apprentice 30: Patricia Shehan Campbell: Global Practices 31: Alexandra Kertz-Welzel: Transcultural Childhoods 32: Lee Higgins: My Voice is Important Too: Non-formal Music Experiences and Young People 33: Susan A. O'Neill: Transformative Music Engagement and Musical Flourishing 34: Jane W. Davidson & Robert Faulkner: The transition from adolescent to adult music learner 35: Stephanie E. Pitts: Fostering lifelong engagement in musicReviewsThis timely, fascinating and thought-provoking set of essays, says editor Gary McPherson, sets out to 'celebrate the richness and diversity of the many different ways in which children can engage in and interact with music.' It succeeds magnificently, but provides moreit is a book that can be heartily recommended to anyone involved in music making and education, and - not least - to every parent. * Music Teacher * This timely, fascinating and thought-provoking set of essays, says editor Gary McPherson, sets out to 'celebrate the richness and diversity of the many different ways in which children can engage in and interact with music.' It succeeds magnificently, but provides moreit is a book that can be heartily recommended to anyone involved in music making and education, and - not least - to every parent. Music Teacher Author InformationGary E. McPherson is the Ormond Professor and Director of the Melbourne Conservatorium of Music at the University of Melbourne. He has served as National President of the Australian Society for Music Education and President of the International Society for Music Education. His research interests are broad and his approach interdisciplinary. His most important research examines the acquisition and development of musical competence, and motivation to engage and participate in music from novice to expert levels. With a particular interest in the acquisition of visual, aural and creative performance skills, he has attempted to understand more precisely how music students become sufficiently motivated and self-regulated to achieve at the highest level. Tab Content 6Author Website:Countries AvailableAll regions |
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