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.
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.
Contributors
1. Contemporary Research on Music Listening: A Holistic View
Rob E. Dunn
2. The Acquisition of Music Reading Skills
Donald A. Hodges and D. Brett Nolker
3. Music, Movement, and Learning
Carlos R. Abril
4. Self-Regulation of Musical Learning: A Social Cognitive
Perspective on Developing Performance Skills
Gary E. McPherson and Barry J. Zimmerman
5. Research on Elementary and Secondary School Singing
Kenneth H. Phillips and Sandra M. Doneski
6. Music Learning in Special Education: Focus on Autism and
Developmental Disabilities
Elise S. Sobol
7. Music Learning in Early Childhood: A Review of Psychological,
Educational, and Neuromusical Research
Wilfried Gruhn
Index
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
"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
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