MENC Handbook of Research on Music Learning

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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.
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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.

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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

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