Routledge International Handbook of Music Psychology in Education and the Community Routledge International Handbooks Series

This handbook provides an evidence-based account of psychological perspectives on issues in music education and music in the community through the life course, exploring our understanding of music learning and participation across contexts.

The contributors draw on multidisciplinary research from different cultures and contexts in order to set out the implications of music psychology for music education and music in the community. Highlighting the intersecting issues across education and community contexts, the book proposes new theories as well as offering important refinements to existing conceptual models. Split into six parts, it considers the role of music in society as well as for groups and individuals, and explores topics such as processing and responding to music; pedagogical and musical practices that support or pose challenges to the emotional, cognitive, social or physical wellbeing of learners and participants in a range of contexts; and ?music in identity? or ?identity in music?. With the final part on future directions and the implications for professional practice in music education and music in the community, the book concludes by exploring how the two sectors might work more closely together within a post-COVID-19 world.

Based on cutting-edge research from an international team, this is essential reading for anyone interested in music psychology, education and community, and it will be particularly helpful for undergraduate and graduate students in music psychology, music education and community music.

PART I

Introduction and context

Introduction

Andrea Creech and Donald A. Hodges

1 The social functions of music: Communication, Wellbeing, Art, Ritual, Identity and Social networks (C- WARIS)

Raymond MacDonald

2 Ruminations on music psychology research

Donald A. Hodges

3 The wider cognitive benefi ts of engagement with music

Sylwia Holmes

4 The wider personal and social benefi ts of engagement with music

Albi Odendaal and Donald A. Hodges

5 The health benefi ts of engaging with music

Gunter Kreutz and Urs Nater

PART II

Processing and responding to music 81

Introduction

Andrea Creech and Donald A. Hodges

6 Musical processing across the life course

Wilfried Gruhn

7 Responses to music

Robert Fulford, Alinka Greasley and Karen Burland

8 Listening to, evaluating and appraising music

Alexandra Lamont

9 Musical preferences

Alexandra Lamont and David Hargreaves

PART III

Acquiring specifi c music skills

Introduction

Donald A. Hodges and Andrea Creech

10 Conceptions of musical ability and the expertise paradigm

Jane W. Davidson and Stephanie MacArthur

11 Transformational models of music learning

Maria Varvarigou and Andrea Creech

12 Learning to play an instrument

Katie Zhukov

13 Through singing to music across the life course

Annabel J. Cohen

14 Acquiring skills in music technology

Ross Purves and Evangelos Himonides

15 Community music learning and creativity

Beatriz Ilari, Susan Helfter and Peter Webster

16 Motivation and developing a musical identity

Maria Spychiger

17 The role of music performance through the life course

Ioulia Papageorgi

18 Health issues for those participating in musical activities

Bronwen Ackermann

PART IV

Pedagogy in education and community music

Introduction

Donald A. Hodges and Andrea Creech

19 Music pedagogy for large group teaching: The conductor-educator

Wendy K. Matthews

20 Working with and in small groups

Elaine King

21 Musical engagement in one- to- one contexts

Helena Gaunt, Guadalupe L ó pez- Í ñ iguez and Andrea Creech

22 Additional needs and disability in musical learning: Issues and pedagogical considerations

David Baker

23 Holding multiple musical identities: The portfolio musician

Jennifer Rowley, Anna Reid and Dawn Bennett

24 The role of formative and summative assessment in musical learning and participation

Mathieu Boucher and Andrea Creech

PART V

Support for musical learning

Introduction

Donald A. Hodges and Andrea Creech

25 The role of the family in supporting musical learning

Stephen F. Zdzinski

26 The role of peers in supporting learning in music

Siw Graabr æ k Nielsen and Guro Gravem Johansen

27 The role of technology in mediating collaborative learning in music

Aaron Liu- Rosenbaum and Andrea Creech

PART VI

Future directions

Introduction

Donald A. Hodges and Andrea Creech

28 Implications for research and practice 1

Donald A. Hodges and Andrea Creech

29 Implications for research and practice 2

Andrea Creech and Donald A. Hodges

Andrea Creech is Professor of Music Pedagogy at the Schulich School of Music, McGill University, Canada. Following an international music performance career, Andrea was awarded a PhD in Psychology in Education from the Institute of Education, University of London, UK, where she subsequently was appointed Reader in Education. Andrea’s research has covered a wide range of issues in formal and informal music education contexts, including interpersonal dynamics, informal learning, inclusion, lifelong learning and music for positive youth development.

Donald A. Hodges, formerly Distinguished Professor of Music at the University of North Carolina Greensboro, USA, is the author of Music in the Human Experience (2020, 2011) and A Concise Survey of Music Philosophy (2017). His research efforts have included a series of brain imaging studies of pianists, conductors and singers using PET and fMRI.

Susan Hallam is Emerita Professor of Education and Music Psychology at the UCL Institute of Education, UK. She was awarded an MBE in 2015 for her services to music education, a lifelong achievement award in 2020 for music and drama education, and subsequently life-long honorary membership of the British Psychological Society, the International Society for Music Education, MusicMark and the Society for Education, Music and Psychology Research (Sempre). Her research is based in psychology and education with particular emphases on music, learning and disaffection.