ability
Break Downs
Category=AV
Category=AVS
Category=JNC
Category=JNDG
Category=JNU
Category=YPA
Category=YPJ
Collaborative Composition
community music education
Cultural Tools
Deaf Identities
education
EIPQ
eq_art-fashion-photography
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_music
eq_nobargain
eq_non-fiction
eq_society-politics
formative experiences in musician development
futures
Goal Orientated Approaches
Guitar Student
Hearing Impairments
High Education Academy UK
higher
Higher Music Education
instrumental
Instrumental Teachers
Metacognitive Teaching
Music Education
music pedagogy research
music psychology
Music Therapy
musical
Musical Aptitude Test
musical identity formation
Piano Student
Play Things
popular
Popular Music Education
Popular Musicians Learn
Pre-study Phase
preference
Professional Development
Programme Music
qualitative educational methods
Reflective Practice
royal
Royal Northern College
special educational needs music
teacher
Teacher's Instructional Role
Teacher’s Instructional Role
Product details
- ISBN 9781138255920
- Weight: 453g
- Dimensions: 156 x 234mm
- Publication Date: 30 Nov 2016
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
Secure
checkout
Fast Shipping
Easy returns
To what extent does research on musical development impact on educational practices in school and the community? Do musicians from classical and popular traditions develop their identities in different ways? What do teachers and learners take into consideration when assessing progress? This book takes a fresh look at 'the musician' and what constitutes 'development' within the fields of music psychology and music education. In doing so, it explores the relationship between formative experiences and the development of the musician in a range of music education settings. It includes the perspectives of classroom teachers, popular musicians, classical musicians and music educators in higher education. Drawn from an international community of experienced educators and researchers, the contributors offer a range of approaches to research. From life history through classroom observation to content analysis, each section offers competing and complementary perspectives on contemporary practice. The book is an essential resource for musicians, educators, researchers and policy makers, offering insight into the reality of practice from those working within established traditions - such as the conservatoire and school settings - and from those who are currently emerging as significant forces in the fields of popular music education and community music.
Dr Mary Stakelum is an Associate Director of the Graduate School at the University of Reading and directs postgraduate research studies and MA programmes in music education at its Institute of Education. She is a board member of European Association of Music in Schools, on the editorial board of Music Education Research and conference secretary of SEMPRE.
