Bücher der Reihe SEMPRE Studies in The Psychology of Music

This Festschrift honors the career of Charles P. Schmidt on the occasion of his retirement from the Indiana University Jacobs School of Music. His main research focus has been the social-psychology of music education, including the subtopics of motivation in music learning, applied music teaching behaviors, and personality and cognitive styles in music teaching and learning. The chapters in this volume recognize the influence of Schmidt as a researcher, a research reviewer, and a research mentor, and contribute to the advancement of the social-psychological model and to research standards in music education. These themes are developed by a stunning cast of music education scholars, including Hal Abeles, Don Coffman, Mary Cohen, Robert Duke, Patricia Flowers, Donna Fox, Victor Fung, Joyce Gromko, Jere Humphreys, Estelle Jorgensen, Anthony Kemp, Barbara Lewis, Clifford Madsen, Lissa May, Peter Miksza, Rudolf Radocy, Joanne Rutkowski, Wendy Sims, Keith Thompson, Kevin Watson, and Stephen Zdzinski. Their writings are presented in three sections: Social-Psychological Advances in Music Education, Social Environments for Music Education, and Advancing Effective Research in Music Education. This collection, edited by Patrice Madura Ward-Steinman, will prove invaluable for students and faculty in search of important research questions and models of research excellence.

This book addresses the need to rethink the concept and enactment of professionalism in music, and how such concepts underpin professional higher music education.

Body and space refer to vital and interrelated dimensions in the experience of sounds and music. Sounds have an overwhelming impact on feelings of bodily presence and inform us about the space we experience. Even in situations where visual information is artificial or blurred, such as in virtual environments or certain genres of film and computer games, sounds may shape our perceptions and lead to surprising new experiences. This book discusses recent developments in a range of interdisciplinary fields, taking into account the rapidly changing ways of experiencing sounds and music, the consequences for how we engage with sonic events in daily life and the technological advancements that offer insights into state-of-the-art methods and future perspectives. Topics range from the pleasures of being locked into the beat of the music, perceptionΓÇôaction coupling and bodily resonance, and affordances of musical instruments, to neural processing and cross-modal experiences of space and pitch. Applications of these findings are discussed for movement sonification, room acoustics, networked performance, and for the spatial coordination of movements in dance, computer gaming and interactive artistic installations.

At head of title on cover: Sempre: Society for Education, Music and Psychology Research.

This volume draws together critical perspectives in three overarching areas in which technology is used to support music education: Music Production; Game technology; Musical creation, experience and understanding. The 14 chapters reflect the emerging field of the study of technology in music from a pedagogical perspective.

How do we develop musical creativity? How is musical creativity nurtured in collaborative improvisation? How is it used as a communicative tool in music therapy? This comprehensive volume offers new research on these questions by an international team of experts from the fields of music education, music psychology and music therapy. The book celebrates the rich diversity of ways in which learners of all ages develop and use musical creativity. Contributions focus broadly on the composition/improvisation process, considering its conceptualization and practices in a number of contexts. The authors examine how musical creativity can be fostered in formal settings, drawing examples from primary and secondary schools, studio, conservatoire and university settings, as well as specialist music schools and music therapy sessions. These essays will inspire readers to think deeply about musical creativity and its development. The book will be of crucial interest to music educators, policy makers, researchers and students, as it draws on applied research from across the globe, promoting coherent and symbiotic links between education, music and psychology research.

Sociology and Music Education addresses a pressing need to provide a sociological foundation for understanding music education. The music education community, academic and professional, has become increasingly aware of the need to locate the issues facing music educators within a broader sociological context. This is required both as a means to deeper understanding of the issues themselves and as a means to raising professional consciousness of the macro issues of power and politics by which education is often constrained. The book outlines some introductory concepts in sociology and music education and then draws together seminal theoretical insights with examples from practice with innovative applications of sociological theory to the field of music education. The editor has taken great care to select an international community of experienced researchers and practitioners as contributors who reflect current trends in the sociology of music education in Europe and the UK. The book concludes with an Afterword by Christopher Small.

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 educators in higher education.

Performing in musical ensembles provides a remarkable opportunity for interaction between people. When playing a piece of music together, musicians contribute to the creation of an artistic work that is shaped through their individual performances. However, even though ensembles are a large part of musical activity.

This edited collection brings together theoretical papers and case studies of practice in response to the challenge of becoming more conscious of the creative and multiple dimensions of social interaction in learning music, not least in the contemporary context of rapid change in the cultural industries and higher education as a whole.

Investigates CoMP as a rich model for community engagement, musical participation and transformation in music education. This book provides a study of the social process of collective music-making that builds on and expands a 'community of practice' framework.

Internationally renowned scholars and practitioners explore here the rapidly evolving area of artistic research in music. Through various theoretical positions and case studies, and by establishing robust connections between theoretical debates and concrete examples of artistic research projects, the authors discuss the conditions under which artistic practice becomes a research activity; how practice-led research is understood in conservatoire settings and explore further issues of assessment, methodology, technology, performer knowledge, live performance, artistic collaboration and the affordances of a musical instrument in relation to artistic research in musical performance.

This book brings together current psychological and educational research on issues related to advanced musical performance learning within higher education contexts. Each of the book's four sections focus on one aspect of music performance and learning: musics in higher education and beyond; musical biographies and musical journeys.

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.

Studio lesson activity is represented as a private interaction, dealing with skill acquisition and reflecting a tradition based in apprenticeship, as well as the personal attributes and intentions of participants. This title helps to create a framework that can support reflection among practitioners as they continually develop their work.

A festschrift that honors the career of Charles P Schmidt on the occasion of his retirement from the Indiana University Jacobs School of Music. It includes chapters that recognize the influence of Schmidt as a researcher, a research reviewer, and a research mentor, and contributes to the advancement of the social-psychological model.

This edited collection brings together theoretical papers and case studies of practice in response to the challenge of becoming more conscious of the creative and multiple dimensions of social interaction in learning music, not least in the contemporary context of rapid change in the cultural industries and higher education as a whole.

Despite their central role in many forms of music-making, drummers have been largely neglected in the scholarly literature on music and education. Drawing on data collected from in-depth interviews and questionnaires, Gareth Dylan Smith explores the identities, practices and learning of teenage and adult kit drummers in and around London.

Focusing on the domain of music, the approach taken in this book falls into three sections: investigations of the people, processes, products, and places of collaborative creativity in compositional thought and practice.

This collection explores the processes and experiences of attending live music events from the initial decision to attend through to audience responses and memories of a performance after it has happened.

What can infants hear? Is it useful for them to sing and listen to music? Is their auditory sensitivity developed before their birth? At what age do they start singing, and clapping their hands? This book focuses on the development of human musical abilities, and puts forward an educational perspective based on the results of the research.