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The child as musician : a handbook of musical development / edited by Gary E. McPherson

Secondary Author McPherson, Gary Country Reino Unido. Edition 2nd ed. , 1st paperback ed. Publication Oxford : Oxford University Press, 2017 Description XXXIII, 671 p. ; 25 cm ISBN 978-0-19-881715-4 CDU 78:372.878 372.878:78 78.071.2
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Item type Current location Call number Status Date due Barcode Item holds
Monografia Biblioteca de Ciências da Educação
BCE 78:372.878 - C Available 475152
Total holds: 0

Enhanced descriptions from Syndetics:

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. It presents theory - both cutting edge and classic - in an accessible way for readers bysurveying research concerned with the development and acquisition of musical skills. The focus is on musical development from conception to late adolescences, although the bulk of the coverage concentrates on the period when children are able to begin formal music instruction (from around age 3)until the final year of formal schooling (around age 18).There are many conceptions of how musical development might take place, just as there are for other disciplines and areas of human potential. Consequently, the publication highlights the diversity in current literature dealing with how we think about and conceptualise children's musical development.Each of the authors has searched for a better and more effective way to explain in their own words and according to their own perspective, the remarkable ways in which children engage with music.In the field of educational psychology there are a number of publications that survey the issues surrounding child and adolescent development. Some of the more innovative present research and theories, and their educational implications, in a style that stresses the fundamental interplay among thebiological, environmental, social and cultural influences at each stage of a child's development. Until now, no similar overview has existed for child and adolescent development in the field of music. The Child as Musician addresses this imbalance, and is essential for those in the fields of childdevelopment, music education, and music cognition.

Table of contents provided by Syndetics

  • Introduction (p. xxi)
  • Section 1 Development
  • 1 Prenatal development (p. 3)
  • 2 Reflections on infants as musical connoisseurs (p. 31)
  • 3 The child musician's brain (p. 52)
  • 4 Musicality (p. 67)
  • 5 Music cognition in childhood (p. 81)
  • 6 Musical agency (p. 102)
  • Section 2 Engagement
  • 10 Musical literacy: Music as language (p. 192)
  • 11 Engaging in a sound musicianship (p. 208)
  • 12 Underlying mechanisms and processes in the development of emotion perception in music (p. 221)
  • 7 The potential impact of autism on musical development (p. 122)
  • 8 Music and nonmusical abilities (p. 149)
  • 9 Musical literacy: Reading traditional clef notation (p. 177)
  • 13 Felt experiences of popular musics (p. 244)
  • 14 Children, popular music, and identity (p. 265)
  • 15 The child as music critic (p. 284)
  • Section 3 Differences
  • 17 Motivation (p. 325)
  • 18 Building gifts into musical talents (p. 340)
  • 19 Inclusive music classrooms: A universal approach (p. 361)
  • 20 Music and well-being during illness (p. 373)
  • 21 Adolescent music is not problematic (p. 386)
  • Section 4 Skills
  • 22 Playing an instrument (p. 401)
  • 23 Building performance confidence (p. 422)
  • 24 Singing and vocal development (p. 441)
  • 25 Musical play (p. 462)
  • 27 Computer-based technology (p. 500)
  • Section 5 Contexts
  • 28 Historical perspectives (p. 523)
  • 29 Child as musical apprentice (p. 538)
  • 30 Global practices (p. 556)
  • 32 My voice is important too: Non-formal music experiences and young people (p. 594)
  • 33 Transformative music engagement and musical flourishing (p. 606)
  • 35 Fostering lifelong engagement in music (p. 639)
  • Index (p. 655)
  • 16 How and why do musical preferences change in childhood and adolescence? (p. 303)
  • 26 The individual and social worlds of children's musical creativities (p. 485)
  • 31 Transcultural childhoods (p. 577)
  • 34 The transition from adolescent to adult music learner (p. 626)

Author notes provided by Syndetics

Gary E. McPherson is Ormond Professor and Director at the Melbourne Conservatorium of Music at the University of Melbourne, Australia.

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