How do children learn--or learn about--music? How do national cultures and education systems affect children's musical learning?Combining information, analysis and evaluation from fifteen countries, Musical Development and Learning answers these questions. This unique survey, written by an international team of experts, not only provides a global perspective on musical education and development but also a comparative framework designed to enable teachers, parents and researchers to learn from practice and policy in other countries.
The 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.
This important book provides practical guidance for parents, teachers and other early years practitioners who are concerned with young children's musical development.
I acknowledge a deep debt of gratitude to my coeditors: my wife Irene, and my friend and colleague Tom Draper. They have worked with diligence and insight to bring this work to completion.
Comprised of 18 chapters, this book begins with a review of the classical psychoacoustical literature on tone perception, focusing on characteristics of particular relevance to music.
Following an introductory essay that provides new perspectives on pursuing lifelong musical development, the volume is features two primary sections.
Music Learning and Teaching in Infancy, Childhood, and Adolescence is one of five paperback books derived from the foundational two-volume Oxford Handbook of Music Education.
Musical Growth and Development: Birth Through Six
As you read this book you will begin to see music as a biological human need, an incredible vehicle for enhancing intelligence, and a means to connecting and uniting people around the world.
355) in McAuley, J. D., Jones, M. R., Holub, S., Johnston, H. M. & Miller, N. S. (2006). The time of our lives: Life span development of timing and event tracking. Journal of Experimental Psychology: General, 135(3), 348–367.
Research shows that allowing students choice about what to work on and which method to use can increase intrinsic motivation and task involvement (Pintrich 8: Schunk, 1996; Stipek, 1998). Whilst the example of the clari— nettist above ...